Diabetes Mellitus Is A Disease - Free Essay Example

Sample details Pages: 9 Words: 2833 Downloads: 10 Date added: 2019/05/07 Category Health Essay Level High school Tags: Diabetes Essay Did you like this example? Statistics from the United States Department of Agriculture have shown that demand for healthy, organic food has been steadily rising over the past decade. This increase in demand has led to more stores offering a wider variety of healthy food options. Although shopping for healthier food is becoming easier, deciding how healthy a particular food is can be very difficult. Most foods provide several different nutrients, so each meal must contain combinations of foods that deliver a full array of nutrients. The amount of each macronutrient in a specific food item is also important. The Nutrition Facts panel provides valuable nutrition information such as serving sizes, nutrient quantities, and Daily Values. In addition to the serving size and the servings per container, food labels present nutrient information in both quantities and percentages of standards called the Daily Values. These values reflect dietary recommendations for nutrients. All packaged food must also contain a list of all ingredients according to the Food and Drug Administration (FDA). Consumers who understand how to read labels are best able to apply the information to achieve and maintain healthful dietary practices. Therefore, reading food labels can help consumers make healthy choices. For those who suffer from diabetes, reading food labels and understanding the values has a direct effect on the treatment of and delaying complications that arise from diabetes. Don’t waste time! Our writers will create an original "Diabetes Mellitus Is A Disease" essay for you Create order Diabetes mellitus is a disease in which the body is unable to produce insulin and/or use insulin successfully, causing elevated levels of blood glucose and irregular carbohydrate metabolism. In a healthy individual, insulin levels rise after eating to help the cells absorb glucose from food. In diabetics, the body is either unable to secrete the insulin needed for glucose absorption or cells may have become resistant to insulin. There are two main types of diabetes, type 1 and type 2. Type 1 diabetes, also known as juvenile-onset or insulin dependent diabetes, is an autoimmune destruction of the cells that produce insulin. Type 2 diabetes occurs when the cells have developed a resistance to insulin. To offset the resistance, the pancreatic cells produce more insulin, yet the additional insulin is unable to compensate. Therefore, people with type 2 diabetes often have high levels of both insulin and blood glucose. The precise cause of both type 1 and type 2 diabetes is unknown but there are triggers for each. Type 1 develops during childhood and follows a related illness. Often, type 1 diabetics are genetically predisposed. Type 2 develops in middle aged adults and is often triggered by lifestyle choices. More than 80 percent of type 2 diabetics are obese. Prevalence increases with age and lack of physical activity. Genetic factors, such as ethnicity, also plays a role in type 2 diabetes. Diabetes mellitus is the seventh leading cause of death in the united states today. This disease affects 29 million people with about 28 percent unaware that they have the disease. More than one-third of the U.S. population suffer from prediabetes. In 2013, every state in the U.S. had a prevalence of six percent or greater. According to the World Health Organization, the global prevalence among adults has risen from 4.7% in 1980 to 8.5% in 2014. An estimated 1.6 million deaths were caused by diabetes in 2016 and another 2.2 million deaths were due to high blood glucose in 2012. Diabetes also leads to other serious health complications. Damaged caused by diabetes expedites the development of atherosclerosis in the heart, brain and limbs. The most common causes of death in individuals with long term diabetes are heart attack and stroke. Long-term diabetes is also associated with damages to the capillary structure and function. The primary microvascular complications are retinopathy, damage to the capillaries of the retina, and nephropathy, damage to the capillaries of the kidneys. Nearly 2.6% of global blindness is a result of diabetes. Nearly 50 percent of diabetics will also develop neuropathy. Diabetic neuropathy involves damage to the peripheral nerves, the most common form in diabetics, or the autonomic nerves that control body organs and glands. If neuropathy occurs in the feet, the chances of developing foot ulcers, infection and eventual need for limb amputation increases. Diabetic ketoacidosis occurs when the body has an extreme lack of insulin. Without insulin, triglycerides in adipose tissue and the protein in muscles are broken down resulting in an increased supply of fatty acids as well as amino acids. This fuels the production of ketone bodies, which are acidic, and glucose in the liver. Patients experiencing diabetic ketoacidosis suffer from severe ketosis, acidosis, hyperglycemia (extremely high blood glucose concentration) and dehydration. Ketone body accumulation is characterized by a fruity odor on a persons breath. Significant urine loss accompanies the hyperglycemia, as well as fatigue, lethargy, nausea, and vomiting. The mental state may vary from alert to comatose (diabetic coma). For type 1 diabetics, the most common complication is hypoglycemia: low blood glucose. Inappropriate management of diabetes such as excessive dosages of insulin or antidiabetic drugs, prolonged exercise and skipped or delayed meals can lead to hypoglycemia. It is the most frequent cause of coma in insulin dependent patients and accounts for four to ten percent of deaths in type 1 diabetics. Symptoms of hypoglycemia include sweating, heart palpitations, shakiness, hunger, weakness, dizziness, and irritability. Mental confusion keeps the patient from recognizing the symptoms and taking action. Severe hypoglycemia or a delay in treatment can cause irreversible brain damage. There is no cure for diabetes, but with careful self-management and control, diabetics can live long and healthy lives. Managing blood glucose levels requires a delicate balancing of food, exercise and medication. Treatment involves maintaining blood glucose levels within a desirable range to prevent or reduce the risk of complications. Frequent adjustments are necessary to maintain good glycemic control. Other treatment goals include maintaining healthy blood lipid concentrations, controlling blood pressure, and managing weight, all of which helps decrease the risk of developing diabetic complications. Treatment among the two types of diabetes slightly differs. Treatment for type 1 diabetics requires insulin therapy. The forms of insulin differ by their onset of action, timing of peak activity, and duration of effects. They are classified by rapid acting, short acting, intermediate acting, or long acting. These classifications allow flexibility of day to day dietary needs. Type 2 diabetes can be initially treated with nutrition therapy and exercise, but most patients who cannot maintain glycemic control will need antidiabetic medications or insulin eventually. A health care team comprised of a diabetic specialist and a Certified Diabetes Educator, whom is often a nurse or dietitian, provides an individual with the knowledge and skills necessary to implement treatment. Patients must learn about appropriate meal planning, how to monitor blood glucose levels, correct medication administration, weight management, physical activity, and prevention and treatment of diabetic complications. Treatment largely involves monitoring glycemic status by using a glucose meter, a device used for self-testing of glucose concentrations. The meter reads a drop of blood from a finger prick that is applied to a chemically treated paper strip. This testing provides feedback when the patient adjusts food intake, medications, and physical activity and is helpful for preventing hypoglycemia. Patients with type 1 diabetes should measure blood glucose levels more frequently to prevent complications. Some patients achieve better glycemic control by also using a continuous glucose monitoring system. This device is placed under the skin and monitors blood glucose levels every few minutes. The frequency of self-monitoring varies according to the specific needs of individual patients. Diet and exercise plays a huge role in improving glycemic control and preventing acute and chronic complications. The nutrition care plan has to factor in personal preferences and lifestyle habits. In addition, dietary intakes must be modified occasionally to accommodate growth, lifestyle changes, aging, and complications that may develop. A registered dietitian designs and implements the nutrition therapy for diabetic patients. This dietary care plan focuses on specific macronutrients and how much a patient should intake. The percent of calories from carbohydrate, fat, and proteins depends on food preferences and metabolic factors. Consistency in carbohydrate intake is important for glycemic control, unless the patient is undergoing intensive insulin therapy that matches insulin doses to carbohydrate intakes at each meal. The more grams of carbohydrate ingested, the greater the glycemic response. Therefore, carbohydrate recommendation must be based in part on the persons metabolic needs, types of insulin or other medications used to manage the diabetes, as well as individual preferences. Sources for carbohydrates should be vegetables, fruits, whole grains, nuts, and milk products. Different carbohydrate-containing foods have different effects on blood glucose levels as well as each portion size. A foods glycemic effect is influenced by a number of factors including the type of carbohydrate in a food, the fiber content, the preparation method, and other foods included in a meal. Diabetic patients must consume foods that are high in fiber and minimally processed. A diabetic can manage food intake in two main ways: by carbohydrate counting or by meal planning. Carbohydrate-counting is simpler and more flexible than other menu-planning approaches and are widely used for diabetics. The dietitian must first learn about the patients usual food intake and calculates nutrient and energy needs and give the patient a daily carbohydrate allowance. That allowance is then divided into a number of meals and snacks according to individual preferences. The carbohydrate allowance can be expressed in grams or as the number of carbohydrate portions allowed per meal. The patient should only be concerned about meeting carbohydrate goals and may choose any of the carbohydrate-containing food groups when planning meals. This allows the individual to have the freedom to choose the foods desired without risking loss of glycemic control. This basic carbohydrate-counting method is helpful, but requires a consistent carbohydrate intake to match the medication regimen. Meal planning allows individuals to create an eating plan by choosing foods with specified portions from a variety of food lists. The lists group foods according to their proportions of carbohydrate, fat, and protein so that all items on a particular list have similar macronutrient and energy contents. Each food on a food list can be substituted for any other food on the same list without affecting the macronutrient balance in a meal. The food list is helpful for patients wanting to maintain a diet with specific macronutrient percentages, but it is less flexible than carbohydrate counting and has no advantages for maintaining glycemic control. The food lists may be helpful for patients using carbohydrate-counting methods because the portions are similar to the portions used in carbohydrate counting. Because diabetes is also referred to as the sugar disease many people believe the misconception that diabetics need to avoid sugar and sugar-containing foods. Consumption of sugar does not adversely affect glycemic control. Therefore, sugar recommendations for diabetics are often similar to those for the general population: minimize foods and beverages that contain added sugars. Realistically, sugars and sugary foods must be included in the daily carbohydrate allowance. Fructose is not advised because excessive dietary fructose may adversely affect blood lipids unless it is naturally occurring, such as in fruits. Sugar alcohols and artificial sweeteners are great sugar substitutes because they contain no digestible carbohydrate. Nutrition bars are a nutritional supplement that comes in a variety of brands and flavors. The demand for convenience foods has aided the growth of the protein bar market, which was valued at 837 million United States Dollars in 2016. They appeal to those looking for a quick meal replacement without sacrificing their health. These bars claim to promote weight management, improved muscle mass, and increasing energy. They can be found almost anywhere, in grocery and convenient stores as well as many fitness gyms and nutritional supplement based companies. Since protein bars are associated with good health, they can be ideal consumers with specific dietary needs. Choose Your Foods: Food Lists for Weight Management even list a snack bar as a recommended for diabetics. According to Protectivity insurance company, there are more than 50 different bars on the market. Each brand has its own health claim. Some brands, like the Lara Bar, pride themselves on having very few ingredients. Others promote themselves as protein bars or as meal replacements. With so many options, it can be hard choosing which bar to consume. But are all nutritional bars as healthy as they claim to be? Some bars may not be a good choice, especially for those, like diabetics, with specific dietary needs. To decide if nutrition bars should be recommended for diabetics, I compared the nutritional values of four different brands of bars: Zone Perfect in chocolate peanut butter, Lara Bar in peanut butter cookie, RX Bar in peanut butter chocolate and Clif bar in chocolate chip peanut crunch. The table below shows nutritional facts for each bar. The daily recommended macronutrient value depends on food preferences and metabolic factors such as lipid levels. Suggested values for the general population are often used as a guideline though they differ for each individual. For example, studies suggest that women should intake 2,000 calories per day to maintain and men should intake around 2,500 calories. These values will differ based on age, weight height, levels of activity and metabolic factors. In general, the United States Department of Agriculture suggest that 45-65% of total kilocalories should be from carbohydrates, 20-35% from fat, and 10-35% from protein. These values are used as a guideline for diabetic individuals as well, with an emphasis on carbohydrate intake because of the direct correlation between carbohydrates and blood sugar concentrations. All the percent daily values are within the recommended guidelines, but few of the values are vague. At a glance, the amount of sugar in each nutrition bar seems acceptable. The American Heart Association suggest that individuals should limit their daily intake of added sugars to six teaspoons (25 grams) per day for women and nine teaspoons (37.5 grams) per day for men. There is no true guideline for the amount of natural sugars we should consume each day, but the World Health Organization recommends having two to three servings of fruit per day. For those with diabetics, it is encouraged to minimize added sugars even further. Although each bar lists their sugar percentages, only two of the four list if these sugars are from added sugars. The Lara Bar and the RX Bar both have zero added sugars. This means that all sugars in each are from naturally occurring sugars in fruit. Neither the Zone Perfect bar nor the Clif Bar list if these sugars are added, but the list of ingredients certainly identifies them. Both bars contain multiple variations of syrup, meaning they both have added sugars. Both bars also do not list any fruits or dried fruits as an ingredient, so it is safe to assume that all the sugar in both bars are from added sugars. Though the Zone Perfect and Clif bar are still within the recommended range for added sugars, they both have more than half of the total recommended daily amount. If a normal individual were to eat a Clif bar, they would only have five grams of allowed added sugar left to consume that day (17.5 grams if male). Because diabetics are urged to limit their added sugar intake further, consuming a Clif bar could leave no room for any other added sugars in other meals or snacks. It would be fairly easy for any diabetic to exceed their added sugar allowance. Along with the high sugar content, the Zone Perfect bar also has a high saturated fat percentage. A healthy individual should intake no more than 10% of their daily calories in saturated fat. The Zone bar contains one-fifth of the daily recommended value of a person consuming around 2,000 calories per day. But what if the person is diabetic? Since diabetes is closely related to cardiovascular disease, the amount of saturated fat should be kept at less than 7%. The Zone bar is still within range, but it does not leave much room for other meals or snacks. A diabetic would have to keep a very close eye on their saturated fat content of each meal. By comparing these four nutrition bars, we can see that these bars are vastly different from each other. Because diabetics should watch their added sugar intake, they should stay away from bars like Zone Perfect and Clif. Though the Lara Bar and the RX Bar have better ingredients and percent daily values than the other two bars, fruits and vegetables are the overall better option for any individual, especially diabetics. Since treatment for diabetics vary from person to person, nutrition bars should be generally avoided, as should most prepackaged foods. Reading through each food label of different nutritional bars can be tricky. Not all brands are honest, some may not specify if they have added sugars. Instead, they hide the sugars within the list ingredients that can be confusing. Choosing an option like fruit can be the easier option. There is no ingredient list to examine with fruit, no daily values that have to be monitored. Fruits are a very good source of natural sugar and are full of natural fibers and nutrients that are needed and are more cost efficient than nutritional bars.

Cinemex Case Study - 821 Words

a) The opportunities that made Cinemex’s success possible was: - The collapse of the Mexico economy allowed the owners to buy land at a cheaper price, and also help run off competitors - Since all theater had the same films, they focused on the quality of the theater as a form of differentiation (bigger and better screens, carpeting, emergency lights on floors, attractive marquees), while this was standard in the USA, this was new to Mexico - Candy shops were located in the complex, and employees were trained to be polite and provide quick service - Cinemex was the 1st movie chain to allow customers to purchase and reserve their tickets by the web and their phones - Only chain that had 100% digital sound *While these opportunities†¦show more content†¦I would assume that even if his attendance increased, he was offering a lower price so he wouldn’t be bringing in as much money to increase the total revenue, along with the price of tickets dropping I would assume that his revenue dropped. d) The 2 for 1 deal would be better for exhibitors than a straight reduction in price, because with the deal you are able to double the attendance which allows consumers to see more of what you have to offer. Consumers are always looking for a bargain, so a 2 for 1 deal will appeal to the customer more than a reduction in price, as they perceive that they are getting more than what they are paying for. Consumers will feel as if they are saving money, which may help increase sales in refreshments. e) I believe that matching the 2 for 1 deal, was not in the best interest of Cinemex. While it did help boost attendance, Heyman is cutting the prices of the tickets drastically since implementing which in turn cuts down his revenue. Even after his competitors initiated the sale, Weeks 27 – Week 34, Cinemex showed a steady increase in attendance before even implementing the 2 for 1 deal. There are so many outside factors that can help determine the attendance at a movie theater (ex.popularity of films, weather, location, time of year). With the special, more consumers will attend the movies on a Wednesday when they are receiving the deal, which slows down your revenue for the remainder of the week. While Cinemex is

The position of all women in the USA had improved by the end of the 1920’s Free Essays

I believe that the following statement the position of all women in the USA had improved by the end of the 1920’s is not true because only a small percentage of women’s lives changed, these were usually the upper or middle class and those who lived in the cities. I intend to prove my beliefs in the following paragraphs by evaluating the different aspects of their life’s, work, home, society and clothing. Work During the First world war a number of women worked for the first time, some of these jobs had previously been done by men. We will write a custom essay sample on The position of all women in the USA had improved by the end of the 1920’s or any similar topic only for you Order Now Even though women proved that they could do these jobs just as well as the men, many lost their jobs when the men returned from war. Two million more women were employed in 1930 than in 1920, this was however an increase of only 1 per cent. Women achieved almost a third of all degrees by 1930, but only 4% of the professors were women. Women still tended to work in the least skilled and lowest paid jobs and men were still paid more than women for doing the same job. Women did not get much help from the government or police either. The Supreme Court banned laws that set a minimum wage for women workers. Men were still the managers and had the jobs with the best prospects, there were however new jobs for women but they tended to be so called women’s jobs such as librarian’s teachers and nurses. Most women workers still had low paying jobs. In the new radio Industry women were the preferred employees because of their small nimble hands but one of the main reasons why employees were willing to employ women was that they could pay women lower wages than men for performing the same job. Home On the whole these large middle classes do their own housework with few of the mechanical aids, among 10,000 farm houses only 32% had any running water at all, only 57% used washing machines and only 47% had a carpet sweeper. Women who live on farms and they form the largest group in the USA did a great deal of work besides their labour of caring for their children, washing the clothes, caring for the home and cooking, thousands of women still laboured in the fields. Men remained the main breadwinners and women cooked cleaned and raised their children, whereas boys continued to play with guns and grew up to head their families, girls played with dolls and looked forward to careers as wives and mothers. Society After the war and during the 1920’s much changed, at least for middle and upper class women. Many taboos disappeared, women started to smoke in public: sales of cigarettes doubled during the decade. It became acceptable for women to drive, and take part in strenuous sport. Women also socialised with men more easily. Chaperons were abandoned and the pre war waltz gave way to a more daring dance the Charleston. By the mid 1920’s women’s fashions had been transformed. Hemlines shot up. It would have been considered scandalous for a man and unmarried women to meet alone, for whatever reason. It was also socially unacceptable for women to smoke in public before the war, it was illegal in New York. Attitudes towards sex and marriage seemed to be changing a survey in 1920 found that only 31% of the college students questioned had not had sex before marriage compared to 74% of the college students questioned in 1900. New laws made it easier for women to divorce their husbands in 1900 only 81 out of every 1000 marriages ended in divorce but by 1928 the number of marriages ending in divorce had risen to 166 out of every 1000. It now became acceptable for women to see the new superstars such as â€Å"Babe Ruth† at baseball games. There was exciting entertainment at the new cinemas built nationwide where rich and poor, men and women flocked to see Hollywood films featuring stars like Charlie Chaplin and Rudolph Valentino. In the 1920’s middle class women had more free time, partly due to the new domestic labour saving products like vacuum cleaners. If they had a car (as many did ) they were no longer so bound to the home. For thousands of American women in rural areas, the 1920’s did not bring many changes. They continued to play traditional roles within the family . The most significant sign that the roles of women was changing was when in 1920 women had been given the vote entitling them to more political power, this change affected all women nationwide every women had the right to vote despite her status in society. Clothing Clothes had changed, the tight waisted, ankle length, voluminous dresses of pre war days had been replaced by waistless knee length, lightweight dresses. These gave greater freedom of movement as well as being more daring. Before the war women had been expected to have long hair. After the war short hair became a sign of liberation. Make up became popular and sales boomed, led by advertisements. Flapper was a name given to a liberated urban woman. Few women would have regarded themselves as flappers but the flapper represented an extreme example of the changes that were affecting many women. They were identified by their short skirts, bobbed hair, powdered knees, bright clothes and lots of make up. Flappers were mainly upper and middle class women from the Northern states. After carefully evaluating the evidence available concerning the way women’s life’s changed in Society, work, clothing and home I believe that it is evident that only a small percentage of women’s lives changed. These were usually the upper or middle class because they were the only ones who could afford the new mod cons e. g. vacuum cleaner resulting in them having more free time in which they could go and see the new entertainment. Also nearly all upper and middle class women possessed a car compared to a mere 40% working class families meaning that only the upper and middle class were not bound to the home. The position of all women did not improve in the 1920’s because women in rural areas who formed the largest group in the USA did not notice many changes. The only significant change that improved the roles of all women within society was them gaining the vote in 1920, but this led to women losing their unifying cause. A vast majority of women’s life’s stayed the same. How to cite The position of all women in the USA had improved by the end of the 1920’s, Papers

Psychology for Educators Health Sciences

Question: Discuss about the Psychology for Educators for Health Sciences. Answer: Introduction: The ability of the individuals to think and act rationally is the chief facet that characterizes them. Human beings being the social animals grow up in an atmosphere that influences them every now and then. Although certain traits in them are innate, most of them are developed at the later stages of their lives in accordance with the emotional, social educational and professional aspects that pose a significant impact upon them. A childs development is very much affected by the surrounding atmosphere in which he or she grows up. Mud can be moulded in various ways and can be given different shapes as required, in the similar manner a childs behaviour and personality can be rendered different shapes during the tender years. Therefore, be it positive or negative, the development of a child is highly dependent upon the factors that surround them. The family in which a child is born, the attitudes of the parents in nurturing the child and the economic standing of the family are the most important factors that affect the psychological and physical development of the child. In accordance with the views of Social Constructivism devised by Lev Vygotskys, which is termed as Social Constructivism it, becomes evident that the children are highly influenced by the culture in which they are born. The theory of social constructivism shared most of the views as portrayed by Piaget regarding the child development. The theory focuses much more upon the impact that a society has over the children. According to Lev Vygotsky, the children require an adults presence in learning about the true aspects of life (Estes, 2014). Discussion: A child at the very beginning remains completely unaware about the facts of life and the entire world. At the first instance, the family is the first and foremost tutor who teaches the child the factual aspects of life, how to deal with the other members of the family and with the outside society along with the fundamental values of life. Gradually, the outside social institutions influence the child. As and when the child enters the domain of learning, he encounters the society that assists in the development of personality of the child (Drnyei Ushioda, 2013). Interactions among the individuals play a very vital role in determining the psychological development of every child. The development both at the social and psychological levels both becomes integral in constituting the mental make-up of a child, according to the social constructivism theory proposed by the Lev Vygotsky (Vygotsky, 2014). The concept of behaviourism becomes applicable largely while discussing idea that the individuals should be subjected to the learning and training practices that would help in enriching and bringing forth their latent qualities or rather abilities. According to this very notion of behaviourism, we come to know the fact that education or carious learning practices become responsible in shaping the attitude of the individuals. It only takes into account how the external behaviour of the individuals are affected and not the internal or the covert behavioural approach of the individuals (Renninger et al. 2014). The theories of several psychologists portray different philosophical and psychological assumptions. According to the opinion of John Locke (1700s), the mind of an individual human being, when he is a newborn child remains entirely blank like a black board or a black slate that is named by him tabula rasa. It is only after the gradual experiences that the child is able to gain kno wledge. His senses start working with each of the instance ad he or she is continually shaped. According to Ivan Pavlov, one of the well-known psychologists, the methods of classical conditioning can be applied in order to educate and condition the reflex actions of the individuals. Pavlov had undertaken the experiment on the process of salivation of a dog. The dog has been conditioned in such a way that contiguity has been produced. Whenever the dog sees the food, it starts salivating, which is an automatic process. Now, if the food is presented to the dog along with the ringing of the bell simultaneously, then it will gradually condition the reflex action of the dog. Henceforth, the dog will salivate as and when the dog hears the sound of the bell even if the food is not presented simultaneously. Thus, contiguity is the process of learning by association. Therefore, according to Pavlovs theory, it can be stated that the individuals can be conditioned to learn particular responses, even their involuntary actions can be influenced upon. In terms of B.F. Skinners Behaviourism of Consequence, or operant conditioning, the repercussions that certain activities produce determine largely the behaviour of the learners. This concept gets associated with the three steps that involve response and reinforcement. When the individual learners at a school are given opportunities to express their opinions as well as encouraged with rewards and recognitions as a result of good performance, their behaviour illustrate a positive response. On the other hand, punishments will pull out only negative response from the individuals. Thus, reinforcement would likely produce the desirable results rather than the punishments. Similarly, E.L. Thorndike is of the opinion that the learners can learn effectively through the Trial and Error learning theory. It is based on the age-old concept that an individual learns via mistakes and repeated practices. Therefore, a child can effectively learn a certain aspect through repeated trials (Illingworth, 2013). Motivation is one of the most important parts that comprise the emotional intelligence of the individuals. The emotional intelligence is formed together with the emotions and intelligence. When a child grows up and meets various factors of cognition, he develops the capability to regulate his emotions in accordance with the situations. Motivation is the foremost requirement that helps in shaping the behaviour and actions of the individuals. The Expectancy -Value theory states that when the individuals expect to reach their aims and possess interest in certain activities, then they can easily be inspired to set their goals accordingly and go forward with their respective tasks (Carter McCarthy, 2014). A child is easily motivated when he gets the opportunity to satisfy his needs and the situation is such that it suits his demands. When a teacher approaches, the students present in a class, he or she should get acquaint with the needs and attitude of the children. Intrinsic motivation is very much effective in regulating the positive behaviour among the individuals. An individual student may be interested in specific subject and may enjoy learning the same, which may likely fetch him good marks. Intrinsic motivation is thus very important in making the students achieve their respective purpose. Whereas, the factors that trigger the extrinsic behaviour constitute the rewards and incentives, which may motivate the individuals or may not. An educator must always be very alert while deciding the motivators for stirring extrinsic motivation among the learners. Application of extrinsic motivators should be judicious enough so that all the students or the learners engaged in a particular situation are able to feel that they are treated equally and on the basis f their merit and skills, excluding any kind of bias. On one hand, the extrinsic motivators can proficiently raise the possibility of gaining success among the learners. It is a quite usual fact that that we frequently visualize in the educational institutions, especially at schools, that the learners get instigated to perform in their best possible ways as and when they are rewarded , their urge to perform well rises largely(Arndt, 2016). However, often partiality and bias enter the environment and the teachers maintain discrimination among the students instead of judging them in a justifiable manner and giving them the space to explore the possibilities and cherish them. These situations create a adverse or negative consequences out of the attempts to extrinsically motivate the students. Teachers should always strive and make attempts to generate curiosity among the students that can approach their fantasies and wishes. An optimistic attitude on the part of the educators is very important, which will in turn create an urge in the learners to work hard and learn in a cooperative environment. From the given case study in module 2, we come to know that both Jessica and Matt would like to motivate their students, but in different ways. Jessica likes to give her students the opportunity to make verbal presentations on the chosen topic and express their opinions freely after and conduct discussions with their fellow classmates on the same, rather than imposing her own views on them (Brodzinsky Pinderhughes, 2013). On the other end, Matt is of the opinion that rewards in the form of marks can be given to the students depending upon their performance levels so that they try hard to perform well and give their best (Halfon et al.2014). Piaget has viewed children as independent discoverers and learners. He assumes them as little scientists who if left to act on their own without being dependent can discover various facts of life that can help them progress in their lives. He says that children should be allowed to explore and learn in the process. This is associated with the theory of constructivism which says that the children should be encouraged to involve in self regulated learning. The children should be taught in such a way which can match their abilities and they can identify themselves with the same. Piaget has made a commendable contribution to the world of psychology by stating that a child passes through 4 different stages of development. They are Sensori -motor stage, Pre operational stage, Concrete operational stage and Formal operational stage. In the first two stages, the child passes through very tender years and is hardly able to take part in the logically reasoning certain aspects, the child only observes objects and activities around and tries to firm his images accordingly. He is of the opinion that the children since 7 years of age can start understanding and applying the basic logical theories. From 7 to 11 years of age the children come under the concrete operational stage. During this stage, the children can understand conservation and other logical operations and they can try to solve some complex problems. From 11 years of age the children come under the purview of formal operational stage in which the children start entering the adolescent period and can think in a more complex manner as well as find solutions to the problems. They can think even in the abstract ways (Monk et al. 2013). Thus, children should be given adequate scope to develop knowledge and discover the factual aspects of life on their own. However, at the same time we should take into consideration Lev Vygotskys view regarding social constructivism, that says that the social and cultural development play a very important role in shaping the entire personality development of an individual. Lev Vygotsky, also made an outstanding contribution in the arena of education along with the Swiss psychologist Piaget. This Russian psychologist had devised the Social Constructivism theory. He put forth his opinions that a child requires the immediate assistance from the elders members of the society in order to proceed in his or her life. The culture and the customs in which he is born highly influence the positive and negative growth of the child (Adan, 2014). In the given case study in Module 4,it is shown that the Ann who is an education student is trying to incorporate her own methodology in dealing with the students in an Early Childhood centre. She wants to make children perform their activities on their own and come up with certain questions or queries if there are any. However, Ms. Brown, who is the supervising lecturer at the university in which Ann is also engaged, come up with the ideas that defy those of Ms. Brown. Ms. Brown represents or favour the concept stated by Piaget. Therefore, according to Ms. Brown an educator should give enough space to the learners to form their own views rather than interrupting or coming in between their own discoveries or independent view points (Lewis, 2013). Whereas, Ann wants the students to form and develop their own queries while studying, along with the help from the educators or the teachers who guide them. Now, what we see is that this approach of the both the educators may be perfect for the students to pursue their studies unhindered (Barrett, 2016). However, it is Anns position that should be favoured. It is because students or the learners should be given the opportunity to ask questions to their teachers while at the same time discussing among themselves on any particular topic. It creates a healthy atmosphere in the classroom. The students can feel free to interact with each other as well as with their teachers, which required the most. Emotional Intelligence grows in a child as and when he learns to develop that level of cognition that can regulate his or her feeling or intense outflow of emotions (Dabbagh Kitsantas, 2012). It is the knowledge and innate abilities of the individuals that help the students to engage their emotions effectively in the correct manner. This is how the individual learners should fix their emotions. Social relationship and emotions therefore, depend upon each other (Drnyei Ushioda, 2013). The children spend most of their time in the classrooms or in their schools; therefore it becomes the responsibility of the teacher, as I feel to pay heed to the emotions of the children. In the case study which is given in the module 5, it becomes clear that Ms. Love was in favour of encouraging the students through their active participation in different activities that can produce a cooperative and emotionally healthy atmosphere. The methods used by Ms. Love in engaging the various activities according to their likes and dislikes can make them learn not through compulsion that they have to learn. She made the students express themselves with the starters like, I work best when I am...:, When I work on my own I feel.... Thus, individual stances are given the chief value instead of over burdening them to think and react as per the norms of the institution or the educational needs. Ms. Loves point of view and strategies, I feel should be followed in gaining success on the part of any educational institution that strives to form productive relationship between the educators and the learners. Creativity becomes the chief means through the learners can use emotions in productive purposes. Creativity does not remain confined to any particular group of individual or individuals. Creativity defies perfection and it involves various facets. It is not confined to any particular arena, it may switch over from one thought process to another. Therefore, creativity involves confronting experiments, challenges and risks. Conclusion: Thus, it becomes evident and we can infer that both the relationship and between the learners and the educators and its mode determine largely the extent of the social and psychological development of the individuals, that effectively shapes the future progress of a child or an individual learner. References: Monk, C., Georgieff, M. 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