Taking Lamictal While Youre Pregnant

Taking Lamictal While You're Pregnant Bipolar Disorder Treatment Medications Print Safely Taking Lamictal While Pregnant or Breastfeeding By Marcia Purse Marcia Purse is a mental health writer and bipolar disorder advocate who brings strong research skills and personal experiences to her writing. Learn about our editorial policy Marcia Purse Medically reviewed by Medically reviewed by Steven Gans, MD on August 05, 2016 Steven Gans, MD is board-certified in psychiatry and is an active supervisor, teacher, and mentor at Massachusetts General Hospital. Learn about our Medical Review Board Steven Gans, MD Updated on February 14, 2020 Bogdan Kosanovic/E/Getty Images More in Bipolar Disorder Treatment Medications Symptoms Diagnosis Is Lamictal safe during pregnancy? Is it, or the generic lamotrigine, safe during breastfeeding? Does Lamictal cause birth defects? While there is not enough data to answer these questions conclusively, researchers have been able to gather enough information to issue guidelines. During Pregnancy Thus far, Lamictal has not been shown to cause any significant increases in birth defects overall.?? Some data shows that there is an increased risk of cleft lip and palate malformations, but other data does not.?? The FDA-approved prescribing information says that lamotrigine should be used during pregnancy only if the potential benefit justifies the potential risk to the fetus. The potential benefit is generally the mothers mental health condition. In a 2009 article, Dr. Ruta M. Nonacs points out that many women with bipolar disorder may require a mood stabilizer during pregnancy.?? The alternatives to Lamictal, she says, may carry  even greater risks. Depakote, for example, carries a 10% risk of birth defects, some very serious, and Topamax carries a strong warning about the risk of cleft lip and palate malformations. Tegretol (carbamazepine), Trileptal (oxcarbazepine) and Lithium are also classed as being more likely than Lamictal to be dangerous to a fetus.?? Anti-epileptic drugs in the same pregnancy class as Lamictal are:?? Keppra (levetiracetam)Gabitril (tiagabine)Neurontin (gabapentin)Topamax (topiramate) Lamictal and the other drugs listed above is in FDA Pregnancy Category C: Animal reproduction studies have shown an adverse effect on the fetus and there are no adequate and well-controlled studies in humans, but potential benefits may warrant use of the drug in pregnant women despite potential risks.?? For Lamictal, animal studies did not show a great deal  of danger to fetuses, but there was enough concern to warrant the drugs assignment to Category C. While Breastfeeding Lamictal does pass into breast milk, and the prescribing information says breastfeeding while taking Lamictal or lamotrigine (in any form) is not recommended.?? However, reports of breastfed infants whose mothers are taking lamotrigine having problems are uncommon. If you do choose to breastfeed your infant while taking Lamictal, your infant should be closely monitored for side effects such as interrupted breathing, rash, drowsiness or poor sucking.?? If any infant rash occurs, breastfeeding should be discontinued until the cause can be established. This is because Lamictal is associated with dangerous rashes. Have the infants rash evaluated promptly.

Analysis Of A Great Deal Of Inequality Within The Scene...

Another difference of opinion could be that Tessie reveals a great deal of inequality within this scene, that this scene reveals a great amount of gender inequality in society. For example, the lottery reinforces gender oppression as it is men such as Mr. Summer, who operates the lottery. Tessie is the one who dies because of the lottery yet has little agency over in the community s affairs. Furthermore, since it is Bill who pulls the slip of paper from the box, the narrative is reinforcing the notion of gender inequality found within religion. In fact, Tessie acknowledges this paradox of her predicament as that she yells â€Å"You didn t give him time enough to take any paper he wanted. I saw you. It wasn t fair!† (text). It is at this moment that Tessie is acknowledging the duality of the lottery. Tessie is placing the blame of her results upon her husband s inability to â€Å"pull† an arbitrary slip of paper from the box. Moreover, Tessie reveals that she lives almos t abstracted from the events of the community since her husband is the partaking in the event and Tessie is gossiping with her friends. Furthermore, the communities gender inequality occurs as Tessie draws the final black spot and is stoned to death. The act of being chosen by the lottery and Tessie s inability to hold a voice against the machine that causes her demise is a paradox of gender inequality and being women within a community, that only includes the female gender when convenient. Furthermore, Tessie sShow MoreRelatedLondon of Mrs Dalloway1184 Words   |  5 Pagesin the world. During this time, England ascended to the height of its imperial powers, with its grasp and influence worldwide. A phrase was even coined in recognition of this fact: â€Å"The Empire on which the sun never sets†. And yet despite England’s great power, its citizenry was undergoing a dramatic paradigm shift on several fronts: religious, psychological, and epistemological, to name a few. Post World War I, life in England would never be the same as people came face to face with not just the imageryRead MoreAccess Of Higher Education At Haryan An Inter District Analysis Essay1399 Words   |  6 PagesInter-district Analysis INTRODUCTION: Higher Education occupies a centre stage in this era of knowledge; it acts as a catalyst in promoting the acquisition of new knowledge and higher skills for development of physical and human resources and for building an environment of creative thinking and growth of individuality. 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Also, according to The Universal Declaration of Human Rights issued the Declaration that the equal

Essay Lev Vygotskys Theory on Cognitive Development

Lev Vygotsky was a Russian developmentalist who believed that adults in all societies â€Å"foster children’s cognitive development in an intentional and somewhat systematic manner† (Ormrod, 2011, pg.39). Vygotsky sociocultural theory focused on what a child could do merely with an adult’s assistance. Nature is the emphasis of this theory highlighting children’s cultural and social environmental experiences that influence cognitive growth. Two main terms that are of uttermost importance in this principle are a child’s zone of proximal development (ZPD) and scaffolding (Ormrod, 2011, pg.39). Zone of proximal development will first be defined and explained to better understand and comprehend what is entailed within this popular method of†¦show more content†¦By using thee ZPD as a guide this gives the child an opportunity to work towards their level of potential development which is tasks they are unable to achieve with substantial adul t assistance. These can more positively be viewed as future goals. To summarize, it is the challenges in life, rather than the simple victories that stimulate cognitive development (Ormrod, 2011, pg.41). Introduction of the second key concept is scaffolding. According to Jeanne E. Ormrod’s book Educational Psychology Developing Learners, scaffolding can be better understood by describing two contexts that scaffolding can be inserted. The first would be a structure to where construction workers can stand until a building is sturdy enough to embrace their weight (Ormrod, 2011, pg. 45). The second meaning or contextual use defined by About.com author Beth Lewis: â€Å"Scaffolding refers to the idea that specialized instructional supports need to be in place in order to best facilitate learning when students are first introduced to a new subject† (Lewis, 2013). The key word in scaffolding is support. Support is given until the student is able to accomplish the tasks independently. 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The Future of Biopsychology-Obesity Free Essays

NORTHCENTRAL UNIVERSITY ASSIGNMENT COVER SHEET Learner: Consuela Kelly-Crisler THIS FORM MUST BE COMPLETELY FILLED IN Please Follow These Procedures: If requested by your mentor, use an assignment cover sheet as the first page of the word processor file. Use â€Å"headers† to indicate your course code, assignment number, and your name on each page of the assignment/homework including this assignment cover sheet. . We will write a custom essay sample on The Future of Biopsychology-Obesity or any similar topic only for you Order Now Keep a Photocopy or Electronic Copy Of Your Assignments: You may need to re-submit assignments if your mentor has indicated that you may or must do so. Academic Integrity: All work submitted in each course must be the Learner’s own. This includes all assignments, exams, term papers, and other projects required by the faculty mentor. The knowing submission of another persons work represented as that of the Learner’s without properly citing the source of the work will be considered plagiarism and will result in an unsatisfactory grade for the work submitted or for the entire course, and may result in academic dismissal. PSY5106Dr. Nicol Moreland BiopsychologyAssignment 8 Faculty Use Only The Future of Biopsychology- Obesity Consuela Kelly-Crisler Northcentral University Biopsychology PSY5106 Dr. Nicol Moreland December 9, 2012 A person is considered obese when his or her weight is 20% or more above normal weight. The most common measure of obesity is the body mass index or BMI. A person is considered overweight if his or her BMI is between 25 and 29. 9; a person is considered obese if his or her BMI is over 30. â€Å"Morbid obesity† means that a person is either 50%-100% over normal weight, more than 100 pounds over normal weight, has a BMI of 40 or higher, or is sufficiently overweight to severely interfere with health or normal function (What is Obesity? 2012). Obesity occurs when a person consumes more calories than he or she burns. For many people this boils down to eating too much and exercising too little. But there are other factors that also play a role in obesity. People tend to gain weight as they get older, even if they don’t alter their eating habits. This is because the human metabolism slows down as we age. We don’t need to take in as many calories as we used to in order to maintain the same weight. Therefore, we store more of the food we take in as fat. Women tend to be overweight more often than men because men tend to burn calories at a higher rate (What is Obesity? 012). Obesity and thinness seems to have a have a nature versus nurture component. If a patient’s biological mother is heavy as an adult, there is approximately a 75% chance that she will be heavy. Likewise, the children of thin parents have a 75% chance of being thin (What is Obesity? 2012). This doesn’t mean that the child of obese pa rents has to be obese, though. Many find ways to keep the weight off. Genetics are important, but lifestyle choices such as eating and exercise habits are, too. Less active people tend to require less calories than more active people; they don’t need as much fuel because they’re doing less work. Physical activity also causes the body to burn calories faster on average, and decreases appetite. People exercising less is thought to be a leading cause of obesity over the last 20 years. Psychological factors also influence eating habits and obesity. Many people eat in response to negative emotions such as boredom, sadness, or anger. People who have difficulty with weight management may be facing more emotional and psychological issues; about 30% of people who seek treatment for serious weight problems have difficulties with binge eating. During a binge-eating episode, people eat large amounts of food while feeling they can’t control how much they are eating. (Obesity Facts, 2012) Obesity can be caused by illness, though people blame more cases of obesity on illness than is actually true. Illnesses sometimes responsible for obesity include hypothyroidism (poorly acting thyroid slows metabolism), depression, and some rare diseases of the brain that can lead to overeating. Social factors, including poverty and a lower level of education, have been linked to obesity. One reason for this may be that high-calorie processed foods cost less and are easier to find and prepare than healthier foods, such as fresh vegetables and fruits. However, the link between low socioeconomic status and obesity has not been conclusively established, and recent obesity research shows that childhood obesity, for instance, is also increasing among high-income groups. The best methods of obesity treatment are dieting and physical exercise. Obese people should adjust their diet to reduce fat and sugar consumption, and increase dietary fiber. Anti-obesity drugs can also be effective in conjunction with a healthy diet, reducing one’s appetite and/or fat absorption. Some obese people require stomach or bowel reduction surgery in order to lose weight. The smaller stomach allows them to consume less food and still feel full. Obesity is a leading worldwide cause of preventable death, and authorities view it as one of the most serious health problems of this century. While in some cultures, obesity is a sign of prosperity and childbearing, in the Western world, it is frequently viewed negatively. While whether to consider obesity as its own separate disease is a matter of some debate, it is certainly a factor in many physical and mental ailments. Obesity is associated with angina, myocardial infarction and between 21 and 34% of ischemic heart disease, depending on which research you read. Body-mass index levels associated with obesity also double a person’s risk of heart failure and deep-vein thrombosis and cause over 85% of cases of hypertension (five times the normal risk). Obesity is also associated with higher levels of LDL cholesterol and lower levels of HDL. Obesity also has a variety of dermatological affects, including stretch marks, acanthosis nigricans, lymphedema, cellulitis, hirsutis and intertrigo (Bray, 2004). Obesity has also been shown to be linked with type 2 diabetes in 64% of cases in men and 77% of women’s. Sixty percent of patients diagnosed with polycystic ovarian syndrome are obese, as are six percent of the infertile. Obesity is related to many complications in pregancy, including hemorrhage, infection, increased hospital stays for the mother and increased NICU requirements for the infant. Obese women are twice as likely to require a Cesarean section and are at a high risk of preterm births and low birth weight infants. Children born of obese women have a greater risk of anencephaly and spina bifida, cardiovascular anomalies, including septal anomalies, cleft lip and palate, anorectal malformation, limb reduction anomalies, and hydrocephaly (Haslam, 2005). Obese women have a nearly double risk of stroke compared to normal-weight women, while men have twice as great a chance. Those who are obese have a rate of dementia 1. times greater than those of normal weight. Women obese at the age of eighteen have a greater than double chance of contracting multiple sclerosis. Obesity has also been shown to cause approximately five percent of cancers, including breast, ovarian, esophageal, colorectal, liver, pancreatic, gallbladder, stomach, endometrial, cervical, prostate, kidney, non-Hodgkin’s lymphoma and multiple myeloma (Bray, 2004). In addition to these physical effec ts, obese people are less likely to get married and make thousands less than their normal-weight counterparts, on average. Depression is also linked to obesity, though an increase in BMI has been linked to a decrease in the risk of suicide. Several studies suggest that many physicians treat obese patients differently. In a 1969 survey of physicians, obese patients were described as â€Å"weak-willed,† â€Å"ugly,† â€Å"awkward,† and â€Å"self-indulgent. † In a more recent physician survey, one of three doctors said they respond negatively to obesity, behind three other diagnostic/social categories: drug addiction, alcoholism, and mental illness. A comparable study found that two-thirds of doctors believe obese patients lack self-control, and 39 percent feel they are lazy. Two studies of nurses showed similar results. These attitudes carry over into the work world, where a job or a promotion is often denied simply because of how much one weighs. Obesity research and treatment is a very provocative subject. A 2011 article in the Journal of the American Medical Association proposes that states consider removing obese children above the 99th percentile from their homes. The author views temporary foster care as part of the remedy for childhood obesity by providing an environment where the children would be exposed to proper nutrition and activity levels. During the separation period, the parents could also be educated on the best ways to assist their child in coping with their issue. Due to the relationship between obesity and low income (low income families can’t easily afford nutritious food, and low earners are often distracted from their family issues, whether by a second job, or by concerns like drug or alcohol abuse) and education (low income families usually aren’t as educated, which bleeds over into health issues like obesity) this solution seems severe but grounded in science. Detractors point out that the home environment is only one contributing factor to obesity, and that a child’s obesity isn’t automatically considered abuse under the law. They cite studies showing that children get more of their food away from home, limiting the influence of even educated and involved parents. Also, neither the potential effectiveness of the proposal in terms of reducing obesity or the potential harm to the family unit caused by the removal have been substantiated. Psychological damage could in fact be inflicted, both to the parents and child, by causing them to feel at fault for the obesity. This could lead to self-esteem issues, depression and more. This is without even taking into consideration the harm done by taking a child away from his or her parents, even on a temporary basis. Another treatment, as novel as the last if not as heavy-handed, is the potential for virtual-reality treatment of obesity. Virtual reality, also being used to treat psychological disorders like anxiety and addiction, allows clinicians to offer exposure therapy in the comforts of their own offices without the problems sometimes posed by actual exposure. The benefit to the patient comes from being in a safe environment where they can let themselves connect emotionally with the treatment. Virtual reality has already been shown to induce a variety of controlled changes in the body, to include the sensation of a fake limb or an out of body experience. Researchers have even used virtual reality to give male subjects the feeling of being in a female body. From this point, it’s only a small leap to giving an obese person the sensation of being in a a normal-weight body. In one experiment, scientists discovered the neural systems involved in VR improvement of body image. This, combined with an adaptation of therapy used to treat post-traumatic stress disorder, is being used the help patients identify and change habits contributing to eating disorders and obesity. The first twenty minutes of the VR sessions are used for the therapist to get an understanding of the patient’s concerns and experiences related to food. The patient does most of the talking, while the therapist guides the session. The second twenty minutes are devoted to the actual VR session. The simulation can create a number of environments, like a classroom, apartment, or pub, to recreate some of the experiences the patient detailed to the therapist. The simulation also includes a body-image room, where the patient can create an ideal VR body and compare it to their real one. The last twenty minutes are used to discuss the patient’s VR experience. In terms of ethical considerations, the first needs to be how much the government, communities and families are obligated to ensuring obese people get the treatment they need. It is very easy to dismiss obese people as having â€Å"done it to themselves,† since many cases could simply be prevented by eating better and exercising more. Mental illnesses are, by and large, viewed differently by much of the public than physical ailments. A person who doubled in size due to a war injury that prevented them from exercising, for instance, would likely garner more sympathy than a person who simply doubled in size because they went to McDonald’s four times a week. This, of course, influences the discussion on how much the government should be obligated to pay for medical care of the obese. Much like the arguments against smokers being covered by public assistance against the effects of their bad habit, a case can be made for whether tax dollars should pay for an obese person’s weight-reduction surgery or triple bypass. While the legitimacy of these concerns can probably never be agreed upon yet by the majority, the government’s responsibility to educate people on preventative measures and healthy choices cannot be minimized, and the effects of those programs should not be overlooked. Some scientists acknowledge the responsibility of the obese for their conditions, but believe that it should only be a treatment focus if it did not harm the patient’s mental health. Those scientists also take issue with the public opinion stigma against obese people, due to the additional burden it places on patients. In the Western world especially, obese people are often considered lazy, overeaters or both. It is not ethical to assume this is true in all cases, those researchers say, and not ethical to create policy or legislation based on those assumptions, either. Those assumptions can only be used positively in the shaping of preventative suggestions (anyone will benefit from more exercise and better eating, obese or not, so it’s acceptable to suggest them to everyone). Another consideration is what obese patients themselves consider acceptable in terms of treatment. Studies sow that obese adults prefer interventions that are non-commercial, don’t fall back on common stereotypes and promote lifestyle changes (health initiatives and exercise) rather than simple weight loss (dieting, bariatric surgery). Care should be taken to ensure that treatment of obese patients does not impact their mental health negatively, by reinforcing social stigmas, negative self-image, instilling disregard for the positive social and cultural aspects of eating, disregarding the patient’s privacy and personal freedom in decision-making. One model, the Nuffield Council on Bioethics stewardship model of public health, recommends public programs that do not attempt to coerce adults to lead healthy lives, minimize introduction of interventions with-out consent; and minimize interventions that are unduly intrusive and in con? ct with personal values. The stewardship model also incorporates an intervention ladder, ranging from ‘no intervention’ to ‘eliminating choice’ altogether. Eliminating choice, under this model, would be reserved for serious public health issues, such as an infectious patient requiring quarantine in order to ensure the safety of the general populationâ€⠀something obviously more serious than an obese patient. Restricting choice would take the form of removing unhealthy ingredients or foods from stores and restaurants (as in the recent limit on the size of fountain drinks in New York City). Guiding through disincentives or incentives is on another level of the spectrum, by making it not worth a person’s effort to do something, or vice versa—higher medical insurance premiums for obese people who are doing it to themselves, for example. It is a model that clearly illustrates ways in which the government can support public health without becoming overbearing and infringing on people’s rights. In summary, obesity is a major public health issue with far reaching consequences to a fair majority of the population. It is detrimental to those who suffer from it, both mentally and physically. Its physical effects are literally a head-to-toe list of increases risks of illness and injuries. Its mental effects include damage to patients’ self-image, which can bleed over into how the patient deals with work, social situations, parenting and every other aspect of life. There are numerous factors involved in an obese person’s condition; genetics, upbringing, cultural values and mores, living environment and socio-economics. Some people become obese due to pre-existing medical concerns, while others achieve the condition by eating the wrong things and not exercising enough. Once they do reach an obesity-qualifying body-mass index level, they can expect (in the Western world, at least), they can be expected to be held responsible for their condition no matter how it was reached, and to be treated differently simply because they’re not at a normal weight. Treatments for obesity range from the tried-and-true to the newfangled and from therapeutic to overbearing, with varying degrees of efficacy. Some involve the government, while others simply a life coach, dietician or trainer. Opinions on how to handle obesity fall at varying points on a wide spectrum. The most logical source of information on how obese people should be treated—obese people themselves—tend to prefer an approach that helps them change their lives as a whole in order to lose weight and prevent harmful behaviors, rather than one that consists merely of a change in diet with no measures against become obese again at a later date. The ethical concerns in treating obesity include how to best treat obesity without making the patient feel worse about their problem and how much responsibility should be borne by someone other than the obese person themselves (i. . , the government). Future treatments for obesity may very well take a more holistic approach rather than simply tackling the separate components of diet and exercise. Scientists have taken steps toward mapping the areas of the brain involved with impulse control and self-image, and developing ways of modifying behaviors using this information may prove useful in stemming the tide. Similar discoveries may fuel new ways of educating people on how to prevent obesity in the future as well, rather than only ways of reversing it after the fact. And of course, the more understanding we have of obesity and its causes, the more tolerant and accepting we should become as a whole towards people suffering from it. References What is Obesity? (2012) Retrieved December 7, 2012, from http://www. webmd. com/diet/what-is-obesity Bray GA (2004). Medical consequences of obesity. J. Clin. Endocrinol. Metab. Haslam DW, James WP (2005). Obesity. Lancet Childhood Obesity Prevention. (2012). In Root Cause. Retrieved October 14, 2012, from http://rootcause. org/childhood-obesity-prevention Obesity Facts, Causes, Emotional Aspects and When to Seek Help. (2012). In WebMD. Retrieved October 14, 2012, from http://www. webmd. com/diet/what-is-obesity? page=2 Pinel, J. P. J. (2009). Biopsychology (7th ed. ). Boston, MA: Allyn and Bacon Hahler B (June 2006). An overview of dermatological conditions commonly associated with the obese patient. Arendas K, Qiu Q, Gruslin A (June 2008). â€Å"Obesity in pregnancy: pre-conceptional to postpartum consequences†. Calle EE, Rodriguez C, Walker-Thurmond K, Thun MJ (April 2003). Overweight, obesity, and mortality from cancer in a prospectively studied cohort of U. S. adults†. Relationship Between Poverty and Overweight or Obesity. Retrieved December 7, 2012, from http://frac. org/initiatives/hunger-and-obesity/are-low-income-people-at-greater-risk-for-overweight-or-obesity/ Meetoo D. The imperative of human obesity: an ethical reflection. Br J Nurs 2010; 19: 563–8. Nuffield Council on Bioethics. Public health: ethical issues. London: Nuffield Council on Bioethics; 2007. Available at: http://www. nuffieldbioethics. org/public-health (Cited 9 December 2011). How to cite The Future of Biopsychology-Obesity, Essay examples

Scholars Sports Carnival free essay sample

In addition to that, this one day sports event was joined by the representatives of the officers from each of the education sponsoring units. As many as 4 different sports events were held during this Scholar’s Sports Carnival Day. The sports were futsal, netball, basketball 3 on 3 based, and ping pong. For the futsal and netball sports event, the number of participants in each team was 8 including 1 substitute and for basketball, each team consists of 4 members including 1 substitute as well.As for the ping pong competition, it was an individual match for all of the participants involved. All of the sports organized were opened for men and women categories except for basketball, which is only opened under the men category. This one day event started at 8. 00a. m. in the morning, where during that time, was the arrival of the sponsored students and representatives from each of those education sponsoring units. Upon their arrival, breakfast was prepared for them which they had curry puff and a nice hot tea on the menu. We will write a custom essay sample on Scholars Sports Carnival or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Special T-shirts for the event were then given to each one of them based on their Pre-U courses that they are currently studying, such as green colored T-shirt was meant for the SAM students, blue for students from Taylor’s University College, orange for students who are taking IB from Taylor’s College Sri Hartamas, red for Canadian Pre-U students, pink for staffs from the administration unit of Taylor’s Management Department and yellow for Cambridge A-levels Pre-U students.After the arrival of all students and the representatives, a short speech from the organizing committee and the representatives were given to the students at 9. 00a. m. Participants were then briefed about the sports that they were taking part in. After the briefing has ended, a warming up session led by student representatives from each different colored T-shirt group was commenced. The idea of having this warming up session is to prevent any major injuries to happen on the participants throughout their sports activities.At around 9. 30a. m. , all of the sports events started. The futsal, basketball and netball matches were held at a court nearby whereas the ping pong tournament was held in one of the buildings in Taylor’s University College. The futsal competition was held 5 vs 5 based in league groups of 4, where the team champion of each group will proceed to the next round. As for basketball and ping pong, it was an elimination round based competition whereas the netball matches were held in league groups.All of the participants played well with determination and compete with each other to win in the sports that they were taking part in. After an exhausting game by the participants, the entire sports events ended at around 2. 00p. m. and lunch was served to them. During their lunch time, at 2. 15p. m, a prize giving ceremony was held for the winners of each sports event. Each of the winners will receive a trophy as a reward for their achievement in their respective sports events.For the futsal competition, the champion was the representatives from the education sponsoring unit of MARA and for the basketball competition; the champion was the students from Taylor’s University College. As for the netball competition, the champion was the students from the SAM group whereas for the ping pong individual tournament, the champion was awarded to Abdul Basit Kazimi from Taylor’s University College. Last but not least, the overall champion for this year’s Scholar’s Sports Carnival Event was clenched by the group of students from Taylor’s University College and a big shining gold trophy was awarded to them. Congratulations to all of the winners for this year’s sports event. All in all, this one day event truly gives a lot of benefits to all of the students involved and also, Taylor’s College/University College in accomplishing their mission to strive towards excellence and all-roundedness. Personally, I hope that such event will be organized more often with more numbers of participants joining in. As a conclusion for this event, it was a really big success and kudos to the excellent work by the organizers.

Chicago Referencing †Repeat Citations - Proofeds Writing Tips Blog

Chicago Referencing – Repeat Citations Chicago Referencing – Repeat Citations If you have a useful source text, you’ll often want to cite it more than once in your work. But the Chicago Manual of Style has specific rules for doing this, so you need to how it works! Here, then, is our guide to repeat citations in Chicago style referencing. Consecutive Repeat Citations In Chicago footnote referencing, when you cite the same source twice in a row, you can use the Latin abbreviation â€Å"ibid.† This literally translates as â€Å"in the same place.† If you are citing exactly the same page as before, you can use â€Å"ibid.† by itself. If you are citing a different part of the text, you should give the new page number(s), too. For instance: 1. Alan C. Jenkins, Wildlife in the City: Animals, Birds, Reptiles, Insects and Plants in an Urban Landscape (London: Holt Company, 1983), 13. 2. Ibid. 3. Ibid., 102. Here, page 13 of Alan C. Jenkins’ Wildlife in the City is cited in footnotes 1 and 2, while page 102 is cited in footnote 3. This saves us from writing out the full source information each time. Non-Consecutive Repeat Citations What, though, do you do when you need to repeat a citation after you’ve cited another source? In this case, Chicago referencing uses a shortened footnote style. These shortened footnotes should include: The author’s surname The page(s) cited Non-consecutive citations of the same source would therefore look like this: 1. Alan C. Jenkins, Wildlife in the City: Animals, Birds, Reptiles, Insects and Plants in an Urban Landscape (London: Holt Company, 1983), 13. 2. Esther Woolfson, Corvus: A Life with Birds (London: Granta Publications, 2008), 234. 3. Jenkins, 102. If you have more than one source by the same author, however, you should also include a shortened version of the title. This will ensure the reader knows which source you’re citing. For instance: 1. Alan C. Jenkins, Wildlife in the City: Animals, Birds, Reptiles, Insects and Plants in an Urban Landscape (London: Holt Company, 1983), 13. 2. Esther Woolfson, Corvus: A Life with Birds (London: Granta Publications, 2008), 234. 3. Alan C. Jenkins, Introducing Cats (London: Spring Books, 1958), 24. 4. Jenkins, Wildlife in the City, 102. In this case, footnotes 1 and 4 point to the same source, while footnote 3 is another source by Jenkins. Author–Date Citations Chicago referencing also has an author–date system, which uses in-text citations. To reference the same source more than once in this, all you have to do is give the same citation again: Alan Jenkins (1983) describes how birds of prey survive in urban settings. He says that peregrine falcons are a â€Å"spectacular example of adaptive behavior† (Jenkins 1983, 13). All you need to do with repeat author–date citations, then, is make sure they are consistent!

What Are Extracurricular Activities and Why Do You Need Them

What Are Extracurricular Activities and Why Do You Need Them SAT / ACT Prep Online Guides and Tips You may have heard that extracurriculars are an important part of your high school life. You've probably been bombarded with stories about how everyone who is successful in getting into college played a varsity sport and was student body president and built homes for the poor in Costa Rica. But do extracurriculars have to be so overwhelming? What are extracurricular activities, exactly? And just how important are they when it comes time to apply to college? Read on for a better understanding of this important topic. Your high school years are one of the best opportunities you will ever get to explore new activities, try different things, and see what you're passionate about. Inside the classroom and outside of it, you’ll start to get a better idea of who you are and what drives you. It may seem odd that colleges are going to be interested in how you choose to spend your free time. The reality is that, combined with your grades and test scores, extracurricular activities are one of the best ways that colleges will be able to get an idea of who you are. But what are they looking for? And are all activities equal? What Counts as an Extracurricular Activity? First, let’s talk about what an extracurricular activity looks like. The word â€Å"extracurricular† can be broken down into its roots for a literal explanation: â€Å"extra† means â€Å"outside† and â€Å"curricular† refers to all of the work you do in the classroom. So extracurricular activities are just activities that you do outside of class. The Common App says that extracurricular activities â€Å"include arts, athletics, clubs, employment, personal commitments, and other pursuits.† Almost anything that you are actively and productively involved in can be considered an extracurricular activity. We have created a list of around 200 activities that you could report on your application to help get you thinking about what you're interested in trying and what you might already have done. You may be familiar with some of the popular categories of extracurriculars already: Sports, which includes playing on a school sport team, an intramural team, or a club team outside of your school. Community Service, which includes any sort of volunteer work, either in your community, on a national scale, or abroad. Employment, including any jobs or internships. Arts, which includes visual arts, performing arts, comedy, culinary arts – this list is almost endless. Hobbies, such as blogging, a film club, hiking, Rubik’s Cube competitions, Cosplay, and more. Academic activities, such as math or science clubs or competitions, research, or writing. Keep in mind that colleges are really looking to see activitiesthat have somehow developed talents that you will use later in life, developed your leadership skills, allowed you to show involvement with your community, and allowed you to make an impact. Going to the movies every weekend with your friends doesn’t count. But starting a film club at school for fellow film aficionados definitely does count! There’s another important thing to note here. What if you didn’t have time for joining clubs or playing sports because you had to work to help support your family, or you spent your afternoons looking after your younger siblings? Admissions officers also want to hear about these kinds of activities. They understand that not all students have the luxury of pursuing traditional extracurricular activities, and they will think that the way you have spent your time is just as valuable. Try to reflect on what these experiences have taught you that will be valuable for college. For example, you probably have a lot of maturity and a good sense of responsibility for someone your age, and you're good at balancing school work with other commitments. If you’ve taken on a leadership position at work, that’s even better! Now you know what activities look like. But what do colleges think your summer job is really going to tell them about you? Why Colleges Like Students With Extracurricular Activities Colleges love to see that students are active, contributing members of their communities. Even more importantly, they love to see students who are developing their talents and passions. When a student is actively involved in the community and other activities in high school, there is a good chance that they will be doing something similar in college. Universities like to be known as hubs of activity, charity, and culture, and it’s largely the students that make them that way. But does that mean that you need to spend all your time doing something that is obviously impacting your community in a direct way, like volunteer work? Should you do something that doesn’t interest you, just because it will look good on your application? Fortunately, what college admissions officers want to see is very predictable. Want to build the best possible college application? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. We know what kinds of students colleges want to admit. We want to get you admitted to your dream schools. Learn more about PrepScholar Admissions to maximize your chance of getting in. What Are Admissions Officers Looking For? Imagine you're an admissions officer at your university of choice. Every day during admissions season, you’ll go through at least a hundred applications. At the end of the day, you’re down to two applications. You need to recommend one for admission, and reject the other. Both students have high test scores (above 2100 on the SAT) and they each had a GPA of 3.8. On the activities page on the common app, Student A says that he was a member of the art club, and in the description says that the club is for students who are passionate about having a career involving art. He also volunteered once a month, teaching a one-hour art class at his old middle school. Student B is also in the art club at her school. In the description, she tells how she helped grow the club from 4 to 20 members, ran several charity projects through the club that raised over $5,000 for art programs for local youth, and arranged an informational event at a prominent art museum to help raise awareness of the importance of art in people’s lives. Which student do you think is most likely to be admitted? As it turns out, what you do is not nearly as important as why and how you are doing it. Admissions officers agree that when they're evaluating student activities, they care less about what the actual activity is and more about what it says about you. Specifically, they're looking for three things: passion, leadership, and impact. Passion Passion will manifest itself differently for different people, but college admissions officers usually notice it in the amount of time you've dedicated yourself to a certain activity over the years, and in how involved you've been in it. Are you just doing an activity so you have something to write on your college application, or are you doing it because you couldn’t not do it? This is something that matters a lot to college admissions officers who want to know that you're pursuing something because it's a passion. Try to find activities that you really care about, and that you feel makes you a more motivated, better person. Admissions officers like it when students are passionate about a certain activity because it means they are more likely to continue doing it in college, and also because these kinds of activities show who you are at your best. These activities will be the best indicators of how you act when motivated and dedicated to something. Leadership Leadership experience includes any time that you have been responsible for a project or for guiding, motivating, or instructing others. Many schools – especially the most highly selective ones – want to see students who exhibit leadership skills because they are hoping that their students will someday go on to be leaders who make differences on a larger scale in academia, business, or research. Therefore, showing that you have the desire and sense of responsibility that a leader needs can be very attractive to admissions officers. Taking a leadership role in an activity is really going to help you stand out from the crowd. Being the president of a school club will sound better than being a member of the same club. But obviously not all students can be president. So how do you solve this kind of issue? Even in you don’t have an official title, see if it’s possible to be involved as a leader in some way. Talk to the people in charge and see if you can organize an event or lead a fundraiser. Showing you have taken this kind of initiative will look much better than a title with no special activity to back it up. Impact How have you changed the activity that you have been involved in? How has the activity changed you? One of the reasons that passion is so important is because admission officers want to see that you have made a significant investment in an activity over an extended period of time. Though you’ll probably experiment with several different activities when you're younger, once you settle on the ones you're most passionate about, officers are going to be looking for how you've made a difference in the activity and how you've changed because of it. You may have heard that you should prioritizedepth over breadth, and this is why. It’s better to select a couple of activities that you can be deeply involved in than to spread yourself so thin that you can do little more than showing up to meetings. Why does impactmatter? Again, colleges are most interested in students who have the potential to be making positive differences on campus, and later, in the world. This kind of thing doesn’t come easily. It usually only happens when someone shows dedication, follow-through, and initiative. So what kind of person are you? Do you show up and expect someone else to make an activity fun? Or are you going to make sure that you leave your club, team, or research better than it was when you joined it? The Do’s and Don’ts of Extracurriculars: Key Tips Now you know what extracurricular activities are and why they are important, both for your personal development and for your college applications. Here are some tips for how you should approach extracurricular activities in high school. 1: Do try as many activities as possible during your freshman year of high school. Try out between 5 and 10 activities depending on how much room you have in your schedule (remember, never let your academics suffer because of too many activities!). There is a good chance that you will discover something new that you had never thought would interest you. Let this be your year of exploration! 2: Do narrow down your extracurricular list to 3 – 5 activities you care most about during your sophomore year. Remember the three most important things are passion, leadership, and impact. Continue to develop your interest in these activities and see if you can take on leadership roles, even if it’s just on small projects. 3: Do focus more on leadership and impact during your junior and senior years. If you have been a part of a club, how can you change it for the better? Also spend time reflecting on how you've changed over the past years, and how your activities have helped you grow as a person. 4: Do let your activities tell your story. Are you very passionate and talented in one area? Or do you show different skills and aspects of your personality through a variety of different activities? Either one is a story that a college admissions officer will be interested in hearing. Also think about how your activities have shown your growth over the years, from experimenting with an activity, to dedicating yourself to it and developing passion, and finally taking on a leadership position and making an impact. 5: Don’t slack during summers. If you have the luxury of doing activities during your summer vacation instead of working, make the most of that time. Try to think of innovative ways to pursue your passion that you can’t necessarily do when tied down with school work. 6: Don’t let your grades suffer. Though extracurriculars are an important part of a college application, they will almost never cancel out bad grades and test scores. If you find that your grades are suffering, cut back on the time you spend on your activities, and make sure that the time you do invest in your activities is well spent making the most impact in the least amount of time. 7: Don't get burned out. It's a good idea to limit your activities a couple you are most passionate about, and a few others that are fun but not stressful. If you try to do everything, you will inevitably get burned out, which could ruin your grades, social life, and excitement about going to college. What’s Next? Do you need some inspiration? Check out our long list of extracurricular activities to see if there’s anything that interests you. Are you wondering if you should try traditional extracurriculars, or if you would be better off getting a job? Check out the pros and cons. If you have a great list of extracurriculars and are ready to fill out college applications, check out our guide for talking about extracurriculars on the Common App. Want to know what else is important on the college application? Check out our guide to making a well-rounded college application that will get you into as many schools as possible. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now: