The Impact of Food Allergies on Quality of Life Research Paper

The Impact of Food Allergies on Quality of Life - Research Paper Example When I have really bad allergies, I am absent from the classes, because I don’t want to disturb the classes. I asked my professors to excuse, but they didn’t accept my excuse. In this research paper, I want to let people know that allergies are not contagious to other people, and even if it may disturb my other classmates, it is just something beyond my control. The body has a natural or acquired immune mechanism of dealing with foreign materials which enter it or come into contact with it. This hypersensitive immune mechanism that often detects a harmless substance as a pathogen and develops a mechanism to fight it is called an allergy. Different people are allergic to different substances. These may include pollen, dust, food materials such as bee honey. The body’s immune system which is supposed to guard our bodies against pathogens (organisms or materials which cause ill health) reacts in a manner trying to destroy the material or substance that is harmless. The substances that cause hypersensitive allergic reactions are called allergens. Antibodies in the body are responsible for fighting any foreign material that the body detects as pathogenic. When the body reacts in a hypersensitive manner towards the harmless substance such as dust or honey, these antibodies are produced to fight it. Consequently, this leads to the production of histamine.  

How Does Learning Occur Rewards, Incidental Learning, Meaningful Term Paper

How Does Learning Occur Rewards, Incidental Learning, Meaningful Learning, and the Role of Emotions - Term Paper Example The conclusion from this review states that students and scholars in the field of education have numerous questions concerning the essence of learning, its process, effects and implications for children and adult learners. Much has been written and said about the ways in which learning occurs; yet, learning still lacks a single, uniform definition and conceptualization in science. Consequentially, the multitude of instructional and learning strategies continuously increases. On the one hand, â€Å"learning is a conceptual and linguistic construction that is widely used in many societies and cultures, but with very different meanings, which are fiercely contested and partly contradictory†. On the other hand, learning encompasses a multitude of concepts, contexts, aspects, factors, and events that are heavily influenced by learners’ personality, cultural and ethnic backgrounds and require that education professionals adjust their strategies to meet the unique needs of inf ant and adult learners. More often than not, future educators ask questions concerning the process of learning, the role and place of rewards, the nature and criteria of meaningful learning, as well as the role of emotions in successful learning. All these questions are answered in this paper. One of the foundational questions of learning is how to reward students and whether at all it is worth praising and rewarding students for their achievements. Another question is how learning occurs and how rewards relate to the process of learning. Here, the words of Paul Chance, a famous writer and professional psychologist, reflect the true essence of rewards in the context of learning: according to Chance (1992), teaching without extrinsic rewards is the same as asking students to write having their eyes closed. Extrinsic rewards can be extremely motivating, although their use in education is not without controversy. It would be fair to say that rewards should be balanced against the goal of learning and expected outcomes. In other words, rewards benefit learning only when they are used reasonably and economically. Hundreds of studies have demonstrated that the use of rewards has the potential to enhance the quality of all learning processes in the classroom (Chance, 1992). This is particularly the case of extrinsic rewards that come from an external source, for example, grades assigned by the teacher (Chance, 1992). In this sense, learning is a simple sequence of reinforcement and action: the teacher reinforces and redirects learning by telling the student whether or not he (she) has been correct, good, excellent or right (Chance, 1992). At times, even a smile is enough to show that the student is moving in the desired direction and has all chances to meet the predetermined learning outcomes. Yet, the debate over the usefulness and validity of extrinsic rewards continues to persist. Alfred Kohn is, probably, the most famous promoter of no-rewards education among chi ldren and adults. Kohn (1992) relies on the premise that rewards cannot reinforce lasting changes in human behaviors and cannot