Important place Essay Example | Topics and Well Written Essays - 1000 words

The Oedipus Complex in Galatea 2.2 :: Galatea 2.2 Essays

The Oedipus Complex in Galatea 2.2   Helen is enamored with Powers; Powers is infatuated with C.; C. just needs to disregard Powers. This may seem like a drama, yet in actuality it is the affection triangle present in Galatea 2.2. This affection triangle reflects Freud's Oedipal Complex flawlessly. As per this hypothesis, Richard Powers is Helen's mom. Like a mother he made her and afterward showed her how to have an independent perspective. Additionally in this job inversion of the Oedipal Complex, Helen accept the job of Power's child, and C. depicts the missing dad. The bent adaptation of the Oedipal Complex introduced in Galatea 2.2 clarifies the communication between Powers, Helen, and C. as that of a family, and all through this portrayal the Dialogical Method improves this picture. In the account of Oedipus he slaughters his dad and afterward weds his mom. Galatea 2.2 doesn't present Helen as submitting such a ludicrous demonstration. C's. nonappearance in Helen's life mirrors the nonattendance of Oedipus' dad during Oedipus' union with his mom. Helen never has one on one communication with C. Her solitary information on C. is through the affection letters that Powers peruses to her. It due to this that Helen starts to see C. as an obstacle to her own relationship with Powers. As per Freud, the child wishes to discard the dad so as to have the consideration of the mother exclusively to himself. This makes an exceptional relationship without a doubt. Obviously, Powers' relationship with Helen is definitely not normal. She is after each of the a PC. He starts their relationship as her educator. He has a mother's affection for Helen in light of the fact that in her he sees something that he has drudged to make. Forces seems like a parent when he talks about Helen's singing. At a certain point he portrays her voice as, ...an extraterrestrial chatter, the manner in which hard of hearing individuals sing (198). This doesn't seem like a sweet stable. The words what my ears were waiting to hear are absent in any depiction of Helen's singing. Forces realizes that Helen can't maintain a melody, yet he can't stand to pass on this message to her. He says, I didn't have the heart to reveal to her how excruciating this music sounded (235). There are not many guardians that would really educate their youngster about a need regarding ability in a specific territory.

Fish Oil Benefits, Side Effects, Dosage, and Interactions

Fish Oil Benefits, Side Effects, Dosage, and Interactions Depression Treatment Print The Health Benefits of Fish Oil Fish oil may ease symptoms of rheumatoid arthritis and depression By Nancy Schimelpfening Nancy Schimelpfening, MS is the administrator for the non-profit depression support group Depression Sanctuary. Nancy has a lifetime of experience with depression, experiencing firsthand how devastating this illness can be. Learn about our editorial policy Nancy Schimelpfening Medically reviewed by Medically reviewed by Carly Snyder, MD on February 13, 2020 facebook twitter linkedin Carly Snyder, MD is a reproductive and perinatal psychiatrist who combines traditional psychiatry with integrative medicine-based treatments.   Learn about our Medical Review Board Carly Snyder, MD on February 13, 2020 Moyo Studio / Getty Images More in Depression Treatment Medication Causes Symptoms Diagnosis Types Childhood Depression Suicide In This Article Table of Contents Expand Health Benefits Possible Side Effects Dosage and Preparation What to Look For View All Back To Top If you’re looking to get more omega-3s in your diet and you’re not a fan of eating fish, you wouldn’t be the first to consider a more convenient option: a fish oil supplement. According to figures from the National Institutes of Health, roughly 80%â€"or about 19 million Americansâ€"take some kind of over-the-counter (OTC) fish oil supplement.?? In addition to being more convenient, studies indicate that fish oil supplements are much less likely than fish to contain contaminants, due to the purification that occurs during the manufacturing process. Fish oil sold over-the-counter contains EPA and DHA, the two types of omega-3s found in fish. Over-the-counter fish oil supplements are different than those prescribed for people with very high triglycerides, including Lovaza (omega-3 ethyl esters),  Vascepa (icosapent ethyl), and Epanova (omega-3-carboxylic acids). Health Benefits Research suggests that fish oil may offer the following benefits. Arthritis and Autoimmune Diseases Fish oil has been found to be effective in the treatment of rheumatoid arthritis (RA) symptoms by reducing morning stiffness, joint tenderness, and the number of swollen joints and regulating the immune response. Fish oil can also help manage cardiovascular risk factors, which is important since people with RA are at an increased risk of a heart attack.   According to the Arthritis Foundation, fish oil can also be used for: Knee osteoarthritisLupusPsoriasisRaynaud’s syndrome Use of Omega-3s for Rheumatoid Arthritis Heart Health Although fish oil can’t prevent a heart attack or stroke, it is study-proven to reduce some of the risk factors associated with both of these conditions, including: Increasing “good” HDL cholesterolLowering triglyceridesSlightly lowering blood pressureSlowing the progression of atherosclerosis (hardening of the arteries)Reducing abnormal heart rhythms or arrhythmias If you are taking fish oil because you have high triglycerides, a type of fat associated with increased risk of heart disease, your doctor may prescribe a prescription fish oil like Lovaza for you.  Prescription fish oil capsules contain highly purified fish oil with a greater concentration of omega-3 fatty acids than most over-the-counter fish oil capsules.   Can Fish and Omega-3 Fatty Acids Lower Cholesterol? Mental Health Research has shown that fish oil, which is rich in the omega-3 fatty acids EPA and DHA, may be useful in the treatment of depression. Epidemiological studies suggest that either a deficiency of omega-3 fatty acids or an imbalance in the ratio of omega-6 and omega-3 fatty acids may be linked to increased rates of depression. Further, a handful of small, well-designed studies support the use of fish oil as an addition to antidepressant therapy. Although more research is needed to determine effectiveness, fish oil has also been studied in the treatment of the following psychiatric disorders: Alzheimers diseaseAttention deficit hyperactivity disorder (ADHD)Bipolar disorderPremenstrual syndrome (PMS)Psychosis Possible Side Effects The side effects of fish oil most often occur when people take the supplement in high doses (more than 3 grams per day). In other words, the more you take, the more youre likely to experience side effects, which is why its important to consult with your healthcare provider prior to taking a fish oil supplement. The most common side effects include: NauseaDiarrheaHeartburnAbdominal painBelching a fish-like aftertaste (fish burbs) High doses of omega-3 fats, found in fish oil supplements, can slow blood clotting and increase your risk of bleeding or bruising if you already taking an anticoagulant (blood thinner) like Coumadin (warfarin)  or  Plavix (clopidogrel). It can also reduce the bodys immune system, or ability to fend off infection. Dosage and Preparation How much fish oil you take will depend on your age, sex, and specific health condition, so it’s best to consult your healthcare provider before taking these supplements. Fish oil should be taken in whole-from capsules, with food and water, and not broken and sprinkled into food or liquids. The Food and Drug Administration recommends consuming no more than 3 grams (3,000mg) per day of EPA and DHA combined, including up to 2 grams (2,000mg) per day from dietary supplements. Higher doses are often used to lower triglycerides, but you should only do so under the guidance of your healthcare professional. High doses of fish oil can cause bleeding problems, especially if you are taking Coumadin (warfarin) or other anticoagulant medications, as well as problems with immune function. It’s not yet known whether people who are allergic to seafood can safely take fish oil, according to the National Center for Complementary and Integrative Medicine. What to Look For Although fish oil is readily available at health foods and pharmacies, it is important to speak to your doctor before starting to take them. When purchasing a fish oil supplement, the best way to tell if a product is reputable is to read the label. Avoid any products that claim to cure depression or reduce the risk of heart disease. According to the Food and Drug Administration (FDA), its illegal to market a dietary supplement product as a treatment or cure for a specific disease, or to alleviate the symptoms of a disease. Look closely for added ingredients like fillers, binders, and flavorings. The fish oil supplement should also contain a seal of approval from a third-party testing organization to demonstrate purity levels, notes the NIH. The big three include U.S. Pharmacopeia, ConsumerLab.com, and NSF International. While this seal of approval does not guarantee that the fish oil is safe or that it will work, it does guarantee that there arent harmful levels of contaminants and that the product contains the ingredients listed on the label. Another way to tell high-quality fish oil is by its smell and taste. Fish oil should not smell or taste fishy. If it does, this indicates that the fish oil is starting to degrade and is becoming rancid. A strong smell may also be a sign that artificial flavors were added to the product. Of course, the best source of omega-3 fatty acids come from fish, especially wild fish that eat a lot of omega-3-rich algae. Smaller cold-water fish, such as herring, mackerel, salmon, and sardines, are your best choices. Larger fish and farmed fish may accumulate toxins in their tissues.  Mercury, polychlorinated biphenyls (PCBs), dioxins, and pesticide residues are the toxins of greatest concern.  At this time, however, the benefits of consuming fish outweigh the risks for most people. Other good dietary sources of omega-3 fatty acids include the following: Nuts and seeds (flaxseed, chia seeds, walnuts)Plant oils (flaxseed oil, soybean oil, canola oil)Fortified foods (eggs, milk, cereals, and orange juice) Should You Take Vitamins for Depression?

Health Promotion Plan For A New Framework Health Care...

Y.L.’ Health Promotion Plan Yanin C Lopez Excelsior College Introduction Jarvis (2012) noted the purpose of Healthy People 2020 and pointed out the determinants of health and health disparities in the creation of a new framework health care delivery that maintain and promote healthy communities. An Individuals’ health status is influenced by constellation of personal, social economic and environmental factors, collectively kwon as the Determinants of Health. Social factors such as poverty, occupational status, the quality of the neighborhood and environment; lifestyle factors and individual behaviors; biology and genetics together with the model of health care services are the points need to be evaluated and suggested to change and†¦show more content†¦Her health promotion plan will have active family and patient involvement because of the importance of the family in the clients ‘life. Y.L.’ Health Promotion Plan Identification of Issues: Y.L. Health history Y.L. is a female, Hispanic 44 year’s old patient who also speaks and read English, but it is her second language. She and her ancestors were born in Cuba; she was raised in Cuba and immigrated to the United States as an adult, and she is closely associated with her ethnic group of origin, but she had melt well with the American values and beliefs. She is a reliable source of information and knowledgeable; she is a Register Nurse. Y.L. has medical insurance, and she didn t have advance directives and never had thought about it, but she is willing to discuss and prepare it. Y.L. reached the primary physician because she is feeling fatigued, headache, moist cough and shortness of breath; she is using the rescue inhaler more frequently and feels without energy despite her efforts and the use over the counter medication to relief cold like symptoms, in the last two weeks. This client sees health as a wellbeing of mind and body, but she barely perform activities to promote and maint ain health, she devotes herself to the nursing profession and her family with little and none time for her to practice stress reduction interventions to improve and promote the well-being of her body and mind. Y.L. believes that illness is the

The Holocaust Essay - 2488 Words

The Holocaust of 1933-1945, was the systematic killing of millions of European Jews by the National Socialist German Worker’s Party (Nazis) (Webster, 430). This project showed the treacherous treatment towards all Jews of that era. Though many fought against this horrific genocide, the officials had already determined in their minds to exterminate the Jews. Thus, the Holocaust was a malicious movement that broke up many homes, brought immense despair, and congregated great discrimination. The Holocaust was an act of Hell on earth. â€Å"Unity, Justice, and Freedom†, is what Germany proclaimed as their motto (World Atlas). As a discriminator, a man by the name of Adolf Hitler abounded not in this motto. Hitler hated the Jews so, that he†¦show more content†¦Ã¢â‚¬Å"Being a Jew or a German is a part of the blood† (Feldman,), this is a statement from the Nuremberg Laws, which was consigned to the Jews in September of 1935 (United States Holocaust Memorial Mus eum.). The Nuremberg Laws consisted of five discriminating guidelines such as: 1. â€Å"The â€Å"Reich Citizenship† (it stated that only a person of â€Å"German or related blood† could be a citizen, have political rights, or could hold office), 2. the â€Å"Law for the Protection of German Blood and Honor† (this made it illegal for Jews and non-Jews to get married or engaged in sexual relations together), 3. Jews were not allowed to have non-Jewish female servants under forty-five years old, 4. Jews were forbidden to fly the German flag, 5. (being a Jew is a part of a person’s blood) (Feldman,)†. Jews were not able to eat, shop, or even use the restroom in certain places. Children that went to school were taught anti-Semitic lessons, and the Jewish children were taunted and chaffed, not by peers’ alone, but teachers as well. This dreadful method compelled children to refuse attending school (United States Holocaust Memorial Museum.). Moreo ver, while Jews in Germany were being tormented and war was approaching, Great Britain did not want to take part. Neville Chamberlain, the Prime Minister of the British from 1937-1940, decided to sign an appeasement â€Å"a peace treaty† with Hitler stating that the British only wanted peace (Neufeldt, 109). However, Hitler already had his plans, and theShow MoreRelatedHolocaust : Holocaust And Holocaust1247 Words   |  5 Pages History of holocaust Holocaust Term Paper Jewish people were tortured, abused, and subjected through horrific unfathomable situations by Nazi Germany during the Holocaust. Despite all of the unpragmatic hardships Jews all over Europe faced, many stayed true to their faith and religion. There are numerous stories in which Jewish people tried to keep the roots of their religion well knowing the risk of torture and death. The never ending fear of Jewish people living in the Ghettos and trying to surviveRead MoreHolocaust : The Holocaust And Holocaust1247 Words   |  5 PagesWe all know the horrific experience, the Jews faced during the Holocaust and after it. Even after some survived the holocaust physically, they will always be tormented and haunted by those gruesome memories from those inhumane actions that were directed towards them. After, all they went through it is obvious the holocaust affected the survivor s drastically, but how about the future generations of Jews. In which I believe the holocaust did in fact affect the second generation, but the third generationRead MoreThe Holocaust : A Holocaust930 Words   |  4 PagesThe Holocaust is one of the most well known genocides that have taken place. It had destroyed millions of Jewish lives and has caused a historical pain to these people that cannot be taken away till this day. The Holocaust can be seen from Goldhagen’s perspective of eliminationism. It did have all of the five steps and yet there was uniqueness about the Holocaust. The first one that can be looked at is the concentration camp itself. The history of the camp and the stories are still being unfoldedRead MoreHolocaust : The Holocaust And Holocaust1328 Words   |  6 PagesThe Holocaust The holocaust is a term originally referred to a religious rite in which an offering is incinerated. But today, has another meaning; is any human disaster of great magnitude and importance, mainly refers to the extermination of the Jews who lived in Europe conducted by the Germany government. Throughout the nineteenth century, the Jewish community was improving their situation and their rights equalized to those of other citizens in most European countries. But despite this, these peopleRead MoreHolocaust : An Examination Of The Holocaust1117 Words   |  5 Pages In the summer of 1944 the soviets freed the Jewish from the concentration camps like Belzec, Treblinka and the most infamous killing camp Auschwitz. In an examination of the holocaust I will converse the effects of the holocaust and their worlds response, to its victims and perpetrators. The aftermath of the holocaust shows the mass Genocide people found, as Germany cures itself it showed civilization that we should not let someone manipulate us, and let them change our ideals and beliefs. I willRead MoreThe Holocaust Of The Jewish Holocaust858 Words   |  4 PagesThe Jewish Holocaust is often described as the largest, most gruesome holocaust in history. It began in 1933 with the rise of Adolf Hitler and lasted nearly twelve years until the Nazi Party were defeated by the Allied powers in 1945. The expression â€Å"Holocaust† originated from Greece which is translated to â€Å"sacrifice by fire†. This is a very proper name considering the slaughter and carnage of Jewi sh people inflicted by the Nazis. In addition to the Jewish, Gypsies, Jehovah’s Witnesses, homosexualRead MoreThe holocaust959 Words   |  4 Pagesï » ¿Year 10 Humanities 2013 Unit 2: World War 2 Task 2 The Holocaust The Causes of the Holocaust The Process of the Holocaust In 1933, the Jewish population of Europe stood at over nine million. Most European Jews lived in countries that Germany would occupy during World War II. By 1945, the Germans killed nearly two out of every three European Jews as part of the Final Solution, the Nazi policy to murder the Jews of Europe. Although Jews, whom the Nazis deemed a priority danger toRead MoreThe Holocaust971 Words   |  4 Pagesof the Holocaust The Holocaust was one of the most horrible and dreaded events in history. Millions of Jews were killed, leaving many families devastated and hopeless. With the goal of racial purity, Adolf Hitler- along with many other Germans believed the Jews caused the defeat of their country, and led the Nazis to the elimination of Jews. For this reason, â€Å"Even in the early 21st century, the legacy of the Holocaust endures†¦as many as 12,000 Jews were killed every day† (The Holocaust). LaterRead MoreHolocaust Final Draft : Holocaust1495 Words   |  6 PagesAnthony Harmon Holocaust Final draft World History The holocaust started when Adolf Hitler became Germany’s dictator, and they started the organization called the Nazis. They started by terrorizing the Jewish community in Germany, then eventually put them all into concentration camps. In one of the bigger camps, they experimented and took newborn babies away from the nursing mothers and they were seeing how long they would survive without feeding. Between 1945 and 1985, about 5,000 NaziRead MoreThe Holocaust1225 Words   |  5 Pagesï » ¿Sabrina Liu Mrs. Osmonson English 2 8 May 2014 The Holocaust The Holocaust was one of the world’s darkest hours, a mass murder conducted in the shadows of the world’s most deadly war.  The Holocaust also known as Shoah, means a systematic, bureaucratic, state-sponsored persecution and murder of approximately six million Jews during the WWII by German Nazi. Adolf Hitler the leader of Nazis, who afraid Jews would take power over Germans; also, many Germans felt they were mistreated by the lost so

The Ugly Secret of Where Are You Going Where Have You Been Essay Topics

The Ugly Secret of Where Are You Going Where Have You Been Essay Topics Categories, essay topics could possibly be divided into. Before writing the essay, it's important to select an intriguing topic. Researching the topic will enable you to find out more about what fascinates you, and should you pick something you really like, writing the essay will be more enjoyable. The subject of your essay is essential. The most frequently encountered kind of English essay is one which focuses on analysis of a part of literature. English topics aren't simple to produce. English essay format is extremely important, so you need to adhere to a particular structure. The Downside Risk of Where Are You Going Where Have You Been Essay Topics Writing quality essays is the principal role of our services. Since many companies also provide english conversation topics, we urge you to pick agencies that reward their clientele. There are lots of things to consider and most importantly, is the dependability of the service you decide to use. By keeping our writing at the greatest possible level we've achieved a high rate of consumer retention. There are certain sorts of essays we've given as samples to help students acquaint themselves and learn to write various samples. This is as they can ask really specific questions. Check to guarantee you haven't made any of the usual mistakes on this list. Fssay is since they can ask really specific questions. Inside my opinion you aren't right. Therefore, if you begin with a terrible topic, not only will you wind up with a poor essay, but you risk ruining the superior impression that the remainder of your application makes. Nevertheless, if you start early, allow yourself a great deal of time ahead of time and take advantage of the tips below, you are going to have an opportunity to develop a terrific English essay. To start with, whenever you have the freedom to compose an essay about whatever you want, the very first issue to think about is how much you care about the problem. The Where Are You Going Where Have You Been Essay Topics Stories Unfortunately, stumbling in the TMI zone of essay topics is more prevalent than you believe. Thanks to the correct option of presentation style and a thorough understanding of the goals you wish to accomplish in your essay, there are plenty of categories essay themes may be broken into. Then take a look at a list of argumentative essay advice to help you begin. Here are the very best proposal essay ideas from the many spheres. You don't need to find super technical with legal argumentative essays, but make sure to do your homework on what the present laws about your preferred topic actually say. Curriculum proposal topics is a means to try. 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Another good idea is to receive some completely free essay examples of different sorts and on various subjects to find a general idea of the way in which a thriving debatable paper looks. If you're likely to write decent thesis statements, you will need to understand what makes one good. In the majority of cases, your professor or client gives a specific topic that you've to talk about throughout the paper. If you opt to be a self-employed essay writer, you can expect the exact same. Always remember, any essay have three distinct pieces. At some stage, you're likely to be requested to compose an argumentative essay. An excellent argumentative essay is going to be based on established or new research as opposed to only on your ideas and feelings. The Death of Where Are You Going Where Have You Been Essay Topics For example, one question that eludes science in the 21st century is the way to cure cancer. 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The NSW Government Strategy on Education Identification of Gifted and Talented Students

Introduction Gifted and talented students have skills that set them apart from the other average students.Advertising We will write a custom essay sample on The NSW Government Strategy on Education: Identification of Gifted and Talented Students specifically for you for only $16.05 $11/page Learn More Gifted students have superior intellect and academic performance above average while talented students perform above average in more than one area of human performance particularly in physical, creative, intellectual, and social areas. However, these students fail to achieve their full potential because of lack of an appropriate policy, curriculum challenges and lack of appropriate identification procedures. Prior to the NSW policy, the education of the gifted and talented students had low priority and the existing curriculum could not meet the needs of these students. In this respect, the Australian Government undertook considerable changes towards promoti ng the education of gifted and talented students. In order to attain high quality educational outcomes for the gifted and talented students, â€Å"the NSW government committed itself to developing an appropriate curriculum that could cater for the needs of these students within educational settings† (Braggett, 1985, p.28). The gifted and talented students are diverse and come from different cultural and socioeconomic groups making the identification of such students quite a challenge. These students are easily identifiable in school settings where their natural abilities are evident. The identification procedures should be inclusive involving the input of all the people who interact with these students including their teachers, fellow students, professionals and parents (Gagnà ©s, 2003, p.12). The identification procedures primarily involve the use of nomination, screening, and monitoring of the students.Advertising Looking for essay on government? Let's see if we can h elp you! Get your first paper with 15% OFF Learn More Off-level testing is also another way of identifying the individual student’s ability in school settings. Effective identification of the gifted students involves a multifaceted approach, which includes both objective and subjective procedures. Qualities of Gifted and Talented Students Gifted and talented students have distinguishing intellectual and personal characteristics that set them apart from the rest of the other students. According to Babad and Budoff (1994), these students have exceptional reasoning capability, which is associated with intellectual curiosity of their surroundings and a passion for learning new things (p.53). Intellectually, they have higher learning concentration and analytical skills. They also possess a high level of creativity characterized by divergent thinking and endeavor to challenge the existing concepts coupled with a higher rate of learning new ideas and concepts in addition to keen sense of abstraction and imagination. In addition, they also exhibit moral concern in their actions and have a deep sense of justice. Even though not solely, the gifted and talented students portray such rational traits largely as compared to ‘normal’ or average students. In addition to the intellectual qualities, the gifted and talented students also exhibit peculiar personality traits that do not exist in other students. They possess a greater tendency towards introversion as opposed to extroverted personalities. They are also insightful relying on their own exceptional reasoning capability to analyze situations (Babad, Budoff, 1994, p.54). Because of their tendency to hold divergent views, they tend not to conform to the existing concepts or perceptions.Advertising We will write a custom essay sample on The NSW Government Strategy on Education: Identification of Gifted and Talented Students specifically for you for only $16.05 $11/page Learn More In case of injustice, they are willing to question the rules or authority reflecting their keen sense of justice. They are also empathic and exhibit a deep sense of self-awareness. Their superior imaginative ability means that they possess an excellent sense of humor. In spite of the exceptional intellectual and personality traits possessed by the gifted and talented students, just as the underachievers they may also display negative characteristics. They have the tendency to be stubborn and rarely participate in class activities making them uncooperative in teamwork activities (Davis Rimm, 1998, p.26). Teachers and educational instructors view the children’s tendency to question the authority as rebellious. They also display emotional frustration because of failure of the educational systems to meet their needs. Their class work may be sketchy and disorganized because of their tendency not to conform to common class practices giving teachers a hard time in evaluating and monitoring their progress effectively. They show less interest in detail and they are usually absentminded. Most of these students display these intellectual and personality traits; however, because of their diversity, teachers and instructors use different criteria to identify such students. In this regard, the teachers classify the intellectual and personality characteristics of the gifted and talented students into six profiles. The high achiever belongs to Type I category and exhibits dependence as opposed to independence their actions (Gross, 1993, p. 23). As a result, they lack complete self-autonomy and can attain great achievements if they become independent. Because of their dependence on others, they are more likeable by teachers and peers compared to the other students.Advertising Looking for essay on government? Let's see if we can help you! Get your first paper with 15% OFF Learn More In contrast, Type II category consists of the challenger, who has exceptional creative abilities and offers challenges to teachers and caregivers as well. As a result, they view him/her as being rebellious to the authority. Type III student, on the other hand, is a gifted student who tries to conceal his or her intellectual prowess often due to a conflict between the social and academic success (Gross, 1993, p.25). A dropout or a Gifted with a Learning Disability (GLD) student belongs to Type IV student, who has a long history of underachievement often because of lack of appropriate support programs or existence of a curriculum that does not focus on motivating them. In addition, this student may be a gifted underachiever and the lack of appropriate educational programs affects him/her from realizing his/her full potential. A Type V student is the double-barreled student, who has emotional, physical, or learning impairment in addition to the giftedness. However, the education system recognizes the student more for his/her impairment at the expense of the gifted potential. The last category, Type VI, is the autonomous student, who is an independent gifted learner. However, for this student to realize high achievements, special educational programs are important. Identification Methodology for the Gifted and Talented Students The Australian government bases the NSW identification procedures on the Gagnes’ Differentiated Model of Giftedness and Talent (DMGT). This model provides an ideal perspective of giftedness and talent and describes the connection between identification of the gifted and talented students and curriculum programs. According to this model, gifted students â€Å"have the potential that is above average in one of the domains of human ability: intellectual, creative, physical and social† (Gagnà ©s, 2003, p.52). Talented students, on the other hand, possess â€Å"skills in one or more areas of human performance† (Gagnà ©s, 2 003, p. 52). The model further draws a distinction between talent and giftedness. Giftedness transforms into a talent after appropriate training and therefore, a gifted student will not become talented without appropriate training or instruction. The identification procedures used for most of the gifted and talented students may not be appropriate for students with diverse cultural backgrounds or from low socio-economic status. The DGMT model presents the distinction between potential and performance of the gifted and talented students, with accelerated progression noted as the appropriate alternative to the current curricula (NSW Board of Studies, 1997, p. 12). The accelerated progression ensures a challenging and yet a satisfying learning environment that does not disadvantage the gifted and talented students. Teacher assessment of the students anywhere along the learning stages can demonstrate student achievement with regard to the syllabus and help to identify gifted students fo r possible intervention programs in schools (Babad Budoff, 1994, p. 25). Monitoring the progress of the students towards the achievement of set objectives also provides the best way of identifying the gifted students. Identification Procedures of the Gifted and Talented Students The identification procedures of the gifted and talented students fall into two major groups: objective and subjective procedures. Subjective procedures are qualitative in nature and allow the teachers and instructors to make judgments based on close observations of the student. The procedure relies on teacher, parent, or peer nomination with supportive evidence from previous records of the student’s performance. Objective procedures, on the other hand, are quantitative in nature and involve standardized tests to determine the student’s ability or achievement. These tests include the off-level testing, standardized performance testing and sometimes IQ or psychometric testing (Richert, 1991, p. 112). For effective identification of these students, the evidence of both the students’ potential and their present performance is vital. Additionally, the procedures must provide the factors attributable to the student’s performance or underachievement. Richert (1991) posits, the identification of gifted and talented students â€Å"falls into a broad three-stage process viz. nomination, screening and monitoring† (p.103). The nomination stage involves the teachers, the parents, peers, school counselors and other caregivers in the identification of the gifted and talented students within educational settings. This stage relies on subjective information collected via checklists, which teachers distribute into the target population in person or through the school website. Screening procedure is more â€Å"objective than the nomination process and involves the use of a combination of measures to assess potential or performance with regard to the syllabus†¦mon itoring relies on teacher observations to obtain the picture of the student’s performance, interests, skills, strengths, and weaknesses† Richert 1991, p.106). Advantages and Disadvantages of the Subjective Identification Procedures The subjective methods involve the use checklist information provided by the teachers, parents, students, and caregivers to identify the gifted and talented students during the nomination process. The specific approaches used under the subjective identification procedures include teacher nomination, parent, or caretaker and peer nomination. The teacher nomination is advantageous in many respects. Firstly, the teacher can evaluate the student responses with regard to a variety of classroom activities to identify a student with exceptional intellectual or physical qualities. Secondly, the teacher, with behavioral checklists and observations, can give valid information concerning the student’s abilities and subsequently nominate him/her ( Lidz, 1991, p.223). Teacher nomination can also provide information related to the causes of underachievement experienced by the individual student and recommend for appropriate programs or curricula. Teacher nomination as compared to other identification procedures is more reliable and easier. A teacher may note that a new student is able to accomplish challenging tasks more easily followed by demand for further challenges and once the curricula does not meet this, the student becomes frustrated or bored. However, teacher nomination has some disadvantages among them the possibility of bias. Teachers may view the student, particularly Type II student as rebellious because of the challenges he/she poses to teachers and consequently fails for the nomination (Rogers, 2002, p.57). In addition, since students spend more time at home than in school, the teacher may not have sufficient information about the out-of class accomplishments of the student and therefore the procedure is not all- inclusive. Teacher nomination may also not be effective in the identification of talented students from disadvantaged groups or from low socio-economic backgrounds. Underachievers may not reveal their exceptional qualities to the teachers making their identification problematic. Parent nomination has some advantages over the teacher identification procedures. Firstly, the parents or caretakers understand their children much better than the teachers given that children spend more time at home than at school. Therefore, the parents are conversant with their children’s whereabouts and can provide valuable insights regarding the learning needs of these children (Passow Frasier, 1994, p.199). Secondly, the parents are familiar with their child’s out of school accomplishments, which necessarily do not relate to class work and therefore their contribution is vital in the identification of the gifted and talented students. Thirdly, it is the parent, who through careful observ ation of his/her child in the early years can spot the exceptional quality long before the child enrolls in school. Therefore, the parent’s input is vital in the identification of talented and gifted students. However, parents may fail to disclose their child’s exceptional abilities for fear of victimization of trading falsehoods. In addition, the parents may provide biased information regarding the abilities of their children to create an impression that they have ‘genius children’. Peer nomination on the other hand, is effective in identification of students with exceptional abilities and is more reliable because the students spend more time playing together (Whitmore, 1980, p. 56). Peer nomination also may reveal valuable insights that are not readily available when using the other identification tools. Gifted students can also identify characteristics of giftedness, which other children possess. The peers are well aware of the student’s abilitie s and qualities. The interaction of these students with the child in settings, which teachers and parents cannot access, is the reason attributable to this fact. Therefore, peer nomination can provide valuable information regarding the child in non-learning context. However, peer nomination has limitations in its effectiveness. The peers, being young, may not fully understand what peer nomination is as they are yet to make much social connections. Therefore, the information provided by the peers may not be sufficient in the identification of the gifted and talented students (Whitmore, 1980, p.96). In addition, peer nomination just like teacher nomination, may not be effective in the identification of students from disadvantaged or students from low socio-economic backgrounds. Adolescents, in particular, may give wrongful information because each would want to nominate himself/herself as a gifted student while others may conceal their exceptional qualities. Students may not be aware of the exceptional qualities of their fellow student, particularly of the opposite gender, if they do not freely interact outside the learning context. Advantages and Disadvantages of the Objective Identification Procedures The objective identification procedures measure quantitatively the potential and the current performance levels of the students under learning environment. Among the objective tests, is the IQ test, that measures the difference between the students’ age and his/her level of mental ability. An IQ test is important in measuring the potential of the student to achieve highly within the educational settings (Steinberg, 1985, p.87). IQ tests also provide information regarding the student’s strengths and weaknesses within the learning context, which is important in identification of students with extraordinary intellectual abilities as well as underachievers. The IQ tests also provide information regarding the student’s verbal and nonverbal skills, which is important in identifying gifted students. The IQ tests have some limitations when compared to the other objective identification procedures. The IQ tests do not provide information regarding internal and external factors that influence the development of talent among gifted students. The tests also do not show how well a student can handle information outside the learning context. Therefore, while IQ tests may be effective in predicting the potential of a student, it is not a very efficient method of predicting the performance of a student in a nonacademic environment. The IQ tests however do not consider the many changes in a child’s development from childhood to adolescence (Gardner, 1983, p.226)). In addition, IQ tests cannot fully measure all the aspects of intelligence. Intelligence comprises of interplay of many factors that vary from one culture to another and therefore not measurable by a single test. The other objective identification procedure is the off-l evel testing technique, which involves administering a test in a particular subject meant for older students to younger students. The off-level testing aims at determining the extent of a student’s skill or knowledge in a particular area, which is important in identifying talent or giftedness. The off-level tests are important in the determination of the talented students and subjecting them to accelerated progression instead of the normal curriculum (NSW Board of Studies, 1997, p. 18). Off-level tests rely on the student’s pre-existing skills and knowledge in a particular area with less regard to age or grade making them a better tool for identifying gifted students than the IQ tests (Rodgers, 2002, p. 23). In addition, off-level tests also measures the extent to which the student is ready for more challenge as compared to the IQ tests that only measure the potential of the student. The Off-level tests may not also be effective in identifying gifted students coming fr om backgrounds other than the prevailing dominant culture. Standardized performance tests are also others strategies of identifying the gifted or talented students. Administration of a standardized test occurs in a â€Å"standard and consistent manner† (Gardner, 1983, p.140). The questions and the assessment criteria for standardized tests are consistent and standard. It is easier to document results of any standardized testing, an outstanding advantage of these tests. The standardized tests also offer an additional advantage of aggregation, whereby compilation of the student’s skills in a particular field takes place over time (Gardner, 1983, p.143). Standardized tests, however, cannot measure creativity or imagination, which are the qualities of gifted students. In addition, these tests cannot measure initiative or curiosity of the student. The experience outside the learning context influences the student’s performance in addition to what a student learns in school. The standardized tests fail to test the student’s learning abilities outside the learning context. Furthermore, the standardized testing scores do not take into account the student’s verbal and nonverbal skills or the socio-economic background of the student. Conclusion In order to attain high quality educational outcomes for the gifted and talented students, the identification of these students is the first step. The NSW government strategy relies on the parent/community nomination, peer nomination and teacher nomination of the student based on evidence of exceptional performance. All these strategies are subjective and may not be effective in identifying the gifted students. Objective approaches, on the other hand, include IQ test, standardized testing, and off-level testing. They provide unbiased procedures for the identification of the gifted students. However, these tests fail to take into account the student’s learning abilities outside the educati onal settings (Steinberg, 1985, p. 76). Therefore, in order, to identify effectively gifted students given their diverse qualities, an all-inclusive approach involving both the objective and subjective is important. Once identified, special NSW educational programs or curricula are necessary to cater for their academic needs. References Babad, E., Budoff, M. (1994). 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Roeper Review, 18(3), 198-202. Richert, E. (1991). Rampant problems and promising practices in identification. Boston: Allyn and Bacon. Rogers, K. (2002). Re-forming gifted education: Matching the program to the child. Scottsdale, AZ: Great Potential Press. Steinberg, R. (1985). Beyond IQ: A triarchic theory of human intelligence. New York: Cambridge University Press. Whitmore, J. (1980). Giftedness, conflict, and underachievement. Boston: Allyn Bacon. This essay on The NSW Government Strategy on Education: Identification of Gifted and Talented Students was written and submitted by user Saige Mcfadden to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.