If you order your essay from our custom writing service you will receive a perfectly written assignment on confession of an expat child. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality confession of an expat child paper right on time.

Our staff of freelance writers includes over 120 experts proficient in confession of an expat child, therefore you can rest assured that your assignment will be handled by only top rated specialists. Order your confession of an expat child paper at affordable prices ! My parents met in Papua New Guinea while working on a copper mine. Not something that I'm particularly proud of, but if this is the confessions page I'd better start with that. You know the sort - Dad was in heavy construction, built roads and airports and water treatment plants and the family occasionally left the comforts of home to live near his projects in the jungle of Indonesia or Africa and stayed home while he was off to the more dangerous (less family friendly) parts of the world � Saudi Arabia, Cambodia, the Gulf after the war ... So, I had the travel bug from early on but mainly knew that I had to help out. Volunteer is the key word here people.

But I would do things differently. Oh, yes. Balance out the crimes of the father so to speak. He was in old school construction. You may have read a report or two about the pure destruction left in their path. OK, maybe a little dramatic. But really, there was no concept of participatory processes, of asking the community what they wanted, throughout the "50's to "80's. No concept of putting yourself out for the benefit of the community. Of all the countries in all the worlds this man has lived, he wouldn't even know how to swear in anything other than English. And don't get me started on the environmental problems left for the people to deal with. I have nightmares about them. So bad that as an old man (which he is now), my father, the man who used to run over "hippies" for fun in the "70s, even said "Yeah, well … we didn't think about the state of the river as we pumped tons of soot into it." Or of the people who would have to use it for bathing, drinking, cleaning for generations to come? "We probably could've done things differently, but we just didn't know." That being said, they did honestly think they were helping out. Get some clothes on those people and give them a job and all the problems will be solved.

So, needless to say, I came over here with every intention of being the Queen of Cultural Appropriateness. That's part of what it's all about in the end. But … and here it comes … it's really difficult to be culturally appropriate all the time. And tiring. I can't handle more than a week of it in one go and I need to come home to my room and just roll around in inappropriateness (figuratively people). And that's just after dhal baat in the village.

What do you do when you just don't agree with certain aspects? As a woman and a feminist and a human rights activist, yet desperately trying to be culturally appropriate, do I have to just be quiet and smile through it? At what point can I just stand up and say I've had enough? When I'm invited over to someone's house and served by their 10 year old slave? Ah, man! That's just wrong, but I really like that family and don't want to insult them. What to do?

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Luckily I'm working at a women's rights organization (ABC/Nepal) and it's filled with strong, amazing Nepali women so I do know that there are lots of things they speak up about. Like prescribed gender roles, domestic violence, favouring boys etc. There are hundreds of people out there who are trying to stop child labour. But still … to wear the crown of cultural appropriateness, I may have to rethink those conversations about things like homosexuality, boyfriends, and staying out late.

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If you order your cheap custom papers from our custom writing service you will receive a perfectly written assignment on Surf and Turf. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality Surf and Turf paper right on time.

Our staff of freelance writers includes over 120 experts proficient in Surf and Turf, therefore you can rest assured that your assignment will be handled by only top rated specialists. Order your Surf and Turf paper at affordable prices ! Surf Life Saving originated in Australia in the early 100s, when the growth of seaside towns and interest in swimming led to a number of drownings.

Patrols were formed by local residents living close by beaches with strong currents, alerting people to the dangers of the surf. The Surf Life Saving Association of Great Britain (SLSA) was formed in 155. Volunteer clubs patrolled beaches at Bude and St Agnes in Cornwall and Brighton, their aim to protect, rescue and resuscitate bathers.

The SLSA of GB is a founder member of International Life Saving (ILS) whose members throughout the world teach lifesaving to the same high standards. The Association, is in the main, a club based organisation with upward of 80 clubs and bodies currently affiliated and over 4000 members. The clubs are geographically grouped into regions for administrative purposes, namely; Cornwall, Devon, Scotland, Wessex and Wales. The regions have a key historical significance within the Association and form a vital link in the structure of the Association.

There are now 8 Surf Life Saving Clubs affiliated to the SLSA, with thousands of members from Nippers (8 - 1) to Seniors and Masters. During the last 44 years over 17,700 rescues have been made on our beaches by lifeguards, most of whom have come from the volunteer ranks of the Surf Life Saving Clubs where they learn their patrolling and rescue skills.

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Club funds come in some instances from local councils who provide professional lifeguards to patrol beaches, whilst the majority of funds for equipment and sport come from fundraising events and sponsorship by local businesses.

The Life Saving and Sport interests of the Association are catered for by National Commissions with representation from each region. Along with the President, Chairman, Vice-Chairman, Finance Director, National Life Saving Director and Regional Directors, the Directors of these Boards form the Council of Management and sit as elected trustees of the charitable company.

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If you order your cheap custom essays from our custom writing service you will receive a perfectly written assignment on Is a Child Born Good or Evil.. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality Is a Child Born Good or Evil. paper right on time.

Our staff of freelance writers includes over 120 experts proficient in Is a Child Born Good or Evil., therefore you can rest assured that your assignment will be handled by only top rated specialists. Order your Is a Child Born Good or Evil. paper at affordable prices with custom essay service! Thesis Growing up, a child will experience certain events to influence his decision on what is evil. Therefore, man is born good and learns evil.

When a child is born, he has a sense of innocence, their sweet, kind, and good. Throughout their years of growing up children will experience what is right and what is wrong by parents, society, and experiences in life. Children learn evil at an early age, not how to be evil but what it is in general. Children will develop to them what is good and what is evil as time goes on.

The parent(s) have a great deal of influence in a child's life. The parent will teach his kid(s) right from wrong by discipling them, whether it's spanking them, taking privileges away, or sending them to their room for a while. A child will know that what he does is wrong and will try not to do it again. Another way parents teach their kids what is evil or bad is just by telling them it's bad. A parent may sometimes show his son or daughter what's bad and tell them its evil. A child is born good but gradually learns what evil is by his or hers parents' discipline methods and guidance.

Society can have an effect on a child learning what evil is. Society can display an image to a child saying that killing someone is evil. A child will recognize it as being bad and won't do it. He will see the punishment and the consequences for his actions. Growing up in today's society can teach a child what is evil, as parents can. Even though, a child is born good, society may influence a child's decision on what evil is, because a child pays more attention to society growing up. The society can be a good thing or a bad thing depending on what the society says is "evil". The society consists of friends, family, and church. Basically the whole world in which we live in is society.

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To be born good and to then learn evil can sometimes be based on experiences in life. For example, growing up in an abusive home or community full drugs and violence will show a child the opposite of good, therefore learning what evil is. If a child experiences and is exposed to evil all his life then he will only know what is evil. That's where choice comes in. Once a child learns what evil is from parents and society, then he will decide for himself what evil is and if it's right for him. If that's all a person is exposed to, then he may think doing or being evil is good for him. Being born good doesn't mean a child will stay good throughout the remainder of his life. It just means he hasn't been taught evil. Everyone will eventually encounter evil one way or another.

So a child will learn what evil is from all sorts of events that will happen in his life growing up. Going through life is how a person learns and grows individually. People make their own decisions on whether they want to be good or evil. Television, Internet, and other sources of media in society are something that will persuade or influence a child's decision on what evil is. The only thing in a child's life that has a greater influence on him than society is the guidance and discipline from a parent. The only way a person can learn evil is through his childhood. A person is born good and learns to recognize evil but not to be evil.

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If you order your research paper from our custom writing service you will receive a perfectly written assignment on Japan: The Land of the Rising Culture. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality Japan: The Land of the Rising Culture paper right on time.

Our staff of freelance writers includes over 120 experts proficient in Japan: The Land of the Rising Culture, therefore you can rest assured that your assignment will be handled by only top rated specialists. Order your Japan: The Land of the Rising Culture paper at affordable prices ! Japan is a latecomer in Asian history, appearing at around 57 AD. Japan's location, off the East Coast of China is important in the development of Japan's culture. The Japanese adopted many things from its surrounding boarders, especially China. The Japanese adopted many forms of the Chinese culture and tried to make each adoption ultimately Japanese. During the Yamato Period (500 AD), Japan's history and culture was just starting to flourish. The influence of the Chinese culture on that of Japan's is extensive, yet Japan is a unique civilization. With adopting its infrastructure of government, religion and philosophy, writing, and the fine arts, Japan has become a civilization with its own fine culture.

In between the years of 618-06 AD the Japanese realized the brilliance of the Tang Dynasty. One concept that the Japanese adopted was the imperial concept (where the leader would be addressed as emperor or empress). The Japanese modeled their entire central government around Chinese imperialism. Prior to the empirical concept, the ruler of Japan was a queen. A queen was ruling because precedents set earlier in Japanese history stated that should a male rule their violent personalities would eventually bring civil war. Japan's concept of empirical rule produced the longest unbroken line of rulers in human history, even longer than the monarchy in England. Japan's current ruler (Emperor Akihito) is 15th in a line which originated with the Goddess of the sun and extends to her heir Jimmu (known as the first emperor, in 660 BC ). Only one family of one bloodline has ever occupied the Chrysanthemum throne. When Empress Suiko (Yamato Period) sent a selected few to study the government, philosophy and culture of Japan, their findings and results would alter Japan's culture permanently. The Japanese government completely reorganized their court along the Chinese model, adopted the Chinese calendar, and sponsored Buddhism (which conflicted with the beliefs taught in Japan's primary religion, Shintoism).

Right along with the governments reformation, Buddhism was being introduced and accepted in many Japanese towns and villages (55 AD ). Buddhism was introduced to Japanese culture during the Nara Period and therefore the emperors and empresses revered the Buddhist teachings called the "Sutra of the Golden Light". Nara Buddhism was identical to Chinese Buddhism. There were three main schools that dominated Japan. One was the "Three Treaties School", another was the "Dharma Character School", and finally there was the "Flower Wreath School". All three schools taught Mahayana Buddhism and they also taught that the universe was in "constant flux and constant change ". Buddhism enlightened the ultimate ideal, which was to have a priest of Buddha rule. By 766 AD, Japan came close to grasping this concept when the empress tried to relinquish her throne in favour of the master of the Hosso, Dokyo. Ultimately, that never came to be. Buddhism was mixed with Confucian principles along with original ideas; to produce a strange combination with suited the political terms for an agricultural and warrior society. Japan was not known as a Buddhist country, like European countries were known to be Christian. Buddhism was tolerant and selective and therefore it did not have any difficulty coexisting with Shintoism. Buddhism also influenced Japanese literature and art until the 1800's. Buddhism eliminated the Kofun period in Japan. This means that cremation was used instead of the traditional burial process.

Confucianism is a teaching that incorporates many elements of philosophy, religion, and social custom. A 1-volume set of books, called the Analects, contains the teachings of the great, ancient Chinese teacher. "Confucius' sayings, which vary in length from one sentence to one paragraph, describe the ethical and moral standards that each individual should follow, including respect for elders and tradition ". Most of the primary beliefs of Japanese ethical behaviour can be traced back to the teachings of Confucius. Once the Japanese mastered the Confucian teachings they fused their own ethical teachings with those of Confucius. The Japanese people never really accepted Confucianism and they never endorsed the views of heaven. The Japanese always considered themselves descendents of the sun goddess, Amaterasu. The Japanese made sure that their own morals and principles were taught so that their sovereignty would not be confused with that of China's. Confucianism never became a religion in Japan although there are shrines dedicated to its creator. Festivals are sometimes celebrated and ceremonies are still held in his name.

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The Japanese system of writing was formerly a direct import from China. The knowledge was limited therefore the Japanese did not have much information on the writing structures. There was one problem with the Japanese adopting the Chinese writing style- the language barrier. The Chinese and Japanese languages are not even in the same language family, so the Japanese style of writing was vastly different from that of China's. "The Chinese writing is in part an ideogrammatic system and partly a syllabic writing system ". When the Japanese imported Chinese writing, they started writing phonetically. When the Japanese started writing they originally used the syllabic characters used in the Manyoshu texts. These texts were poems of the eighth century. The Manyoshu texts are the cornerstone of Japanese writing. During this time period (the seventh and eighth centuries) the Japanese also invented another form of writing called kana. The word kana means "borrowed words". There are two branches of kana. There is hiragana ("women's writing") and katakana. Hiragana, the first source syllabic writing in the Heian Period, is now the primary writing source in the country of Japan. Drawing Chinese characters in quick, cursive, fluid strokes produced this alphabet. Katakana, which was invented by a Buddhist, is a syllabic alphabet derived from Chinese characters. There were also several problems that the Japanese had to overcome to start writing. The Japanese had to adjust to a non-phonetic method of writing. Thus, they had to acquire new methods of writing to speed up the writing process.

The fine arts are literature, music and visual arts etc. Literature (poetry) was limited by the adoption of Chinese writing. Poetry became a copy of the Tang poetry, and most of the poets were women. We know this because hiragana is associated with women's writing. Women compiled many of the great Japanese works. The classic work of Japan and world literature to the Western World was the Genji monogatari. This piece of work was written during the first couple of decades of the eleventh century.

Japan's musical theory is solely derived from Chinese musical theory. In Chinese theory, five tones of the scale (the pentatonic scale) were related to each other based on five important agents. The five agents were wood, fire, earth, metal and water. In addition to these five elements there was a larger scale invented. This scale involved yin (the male creation) and yang (the female completion). The Chinese and Japanese scale is determined by the "cornerstone" note, where as in the West we define the tonic scale by the first note. Finally the Chinese and Japanese musical theory was based on eight instrumental sounds. The instruments included metal (bells), stone (stone chimes), leather (drums), earth (ocarina), silk (stringed instruments), wood (double reed instruments), gourd (mouth organ) and bamboo (flute) . The Japanese added percussion to their ensemble of musical instruments. The percussion instruments added flavour to the ceremonies, giving the ceremonies a richness that the Japanese had never heard before. The most permanent musical culture was developed was the gagaku (court instrumental music), developed during the Heian Period. It was experienced a great deal during the Heian period as music of a high culture. This type of music was heard during special ceremonies like weddings, funerals, and affairs of the state.

Art, in the forms of vases, pottery and metal were imported from China. Much of Japan's art and technology was imported from China and Korea alike. The visual art that stands out the most was the art of the Kofun period. During the Kofun period, art was seen in the massive tombs built for powerful emperors and others. Many forms of jewelry, iron tools, pottery, mirrors and clay figures called haniwa were found in the tombs of these great people. These figures represent the person inside the kofun. The Japanese arts weren't as separable from the art of China or Korea. While the Japanese adopted a lot from the Chinese models, the overall architectural model that they followed was that of the early Yayoi period.

At the beginning of the Nara period, visual arts were dominated by Buddhism and Chinese subjects. Until the Heian period, thing remained as they were in the Nara period. The Japanese painting called the "Yamato-e" was evolved. This type of painting illustrated subjects and scenes from Japanese life.

The cultures of China and Japan have many similarities yet they also have many differences. With the influence of Chinese culture on that of Japan's, Japan has its own culture. With the influence on the government, religion, philosophy, writing and the fine arts, Japan has innovated its own culture. With being one of the late comers in Asian history, Japan has evolved into a truly amazing civilization.

Smith, Jean Reeder & Lacey Baldwin. Essentials of World History. New York Barrons 180. LTD, 180.

Newman, Garfield & De Geer, Christine. Odyssey Through the Ages. Toronto McGraw-Hill Hill Ryerson LTD., 1.

Cortazzi, Hugh. The Japanese Achievement. London Sidwick & Jackson LTD., 10

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www.wsu.edu/~dee/ANCJAPAN/WRITING.HTM

www.wsu.edu/~dee/ANCJAPAN/MUSIC.HTM

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If you order your research paper from our custom writing service you will receive a perfectly written assignment on Magritte. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality Magritte paper right on time.

Our staff of freelance writers includes over 120 experts proficient in Magritte, therefore you can rest assured that your assignment will be handled by only top rated specialists. Order your Magritte paper at affordable prices ! Ren� Magritte was born on November 1, 188 in Lessines, Belgium. As a child he grew up drawing and painting. He attended the Brussels Academy of Fine Arts from 116-118. After his three years of study, he began working as a designer for a wallpaper factory in Brussels. His employers, realizing his drawing talent, had Magritte sketch their advertisements.

He first became a member of the Belgian Surrealist movement after seeing a reproduction of Girgio de Chirico's painting, The Song of Love. An art gallery in Brussels decided to support Magritte, and in 16, he became a full-time painter. Unfortunately, his first show, in 17, was not a success. He and his wife decided to move to Paris. After arriving in Paris, he befriended many of the Paris Surrealists, including Max Ernst.

We question pictures before listening to them, we question them at random. And we are astonished when the reply we had expected is not forthcoming. � Paul Noug�

In 10 Magritte returned to his home in Brussels. In an attempt to try something new, Magritte began to experiment with other artistic styles, he went so far as to add elements of expressionism into his painting. But his new works were not popular, and he returned to his old style. For the remainder of his life he painted his unusual and contradictory images, an example of this being his "La trahison des images' (The treachery of images). This small painting shows what the viewer believes is a pipe. But, written below the "pipe' it says, "This is not a pipe." Magritte wanted to show the lack of connection between an object and its meaning.

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Everything tends to make us think that there is very little connection between an object and what it represents. An object never fulfils the same function as its name or its image…. I'm not all that keen to show La pipe it might be used as a pretext to have me locked up in a madhouse. � Ren� Magritte

The idea of the painting, is that an image of a pipe is very different then a real pipe. Another Surrealist painter said, "A word itself was a very highly combustible object."

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If you order your research paper from our custom writing service you will receive a perfectly written assignment on Harlem. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality Harlem paper right on time.

Our staff of freelance writers includes over 120 experts proficient in Harlem, therefore you can rest assured that your assignment will be handled by only top rated specialists. Order your Harlem paper at affordable prices ! After I finished reading the four poems, I preferred ¡§Harlem¡¨ most. I think it is because the first time I read it, I had a special perception of this poem. And maybe the variable description attracted me. When I was reading this poem, I saw pictures emerged out of my mind. Somehow, I think this poem had a good metaphor in it but this doesn't mean that others don't have a good metaphor in it!

The title of the poem is named ¡§Harlem¡¨, which is located in New York and all lived Blacks inside. It is obviously to see that the contents of the poem must be related to the Blacks. From the first line of the poem we can see that Blacks do not have freedom and the whites inhabit them. It is said, ¡§What happens to a dream deferred?¡¨ (64). It also contains the meaning of The dream never comes true. What is the dream? When the Blacks come to America, have they ever thought their life would be this miserable? Of course not, no one would prefer to be a slave. But they had no choices just because the color of their skin. They had to work all day on the cotton field under the sun. So I think the metaphors of line three have two meanings; the first meaning is on a literal level, which means that the Blacks work under the sun and just like a dried up raisin. The second meaning is the deferred dream. The dream that they had when they first came to America but now they were all vanished, just like waters evaporate in the sun.

On line four and five the fester caused by the sore is metaphor to the disappointment. When you get hurt the first time, you probably will take good care of it and be really careful; but when you have been hurt for too many times, you will get tired and also very disappointed. And that is where the fester came from.

¡§ Does it stink like rotten meat?¡¨ (64). I like this line strongly. It is very simple and easy for readers to understand what the author tried to express. On the other hand, the description is suitable; just like an arrow shoot straight to the target. And the ¡§rotten meat¡¨ is to symbolize the ¡§deferred dream¡¨. It took too long to make the dream come true. Just like if you kept meat for too long then it will become spoiled and rotten. So that's why the author would preferred to use ¡§rotten meat¡¨ to describe the dream instead of others.

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¡§Or crust and sugar over----- like a syrupy sweet?¡¨ In my opinion, this line is the ironic part of this poem. The author wrote this sentence so that this poem won't be too dark and full of complains, also it added freshness into this poem. The sentence is also the turning point of this poem. The next two sentences is metaphor to the dream again. The author turned the abstract into concrete. The dream is a big pressure for the Blacks to carry; it is a burden to them. So the author used the word ¡§sags¡¨, which can accurately point out the problems.

In the end of this poem, the author just used one line to end it up. It looks like a question but actually it is an answer. The explode in the last sentence means ¡§none¡¨. If something explodes, it means that it is gone¡Bvanished. So the dream actually is like a wish that will never come true, or maybe it will come true but there is no end in sight!

After finish reading this poem, I'm very touched and also a little sad. I am touched because I can felt Langston's sincerity; sad, because even until now there were still discrimination all over the world. I wish that one day all of the discrimination will vanished, just like the water under the sun!

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If you order your cheap custom essays from our custom writing service you will receive a perfectly written assignment on RISK FACTORS FOR EATING DISORDERS AND COMMON METHODS FOR TREATMENT AND PREVENTION. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality RISK FACTORS FOR EATING DISORDERS AND COMMON METHODS FOR TREATMENT AND PREVENTION paper right on time.

Our staff of freelance writers includes over 120 experts proficient in RISK FACTORS FOR EATING DISORDERS AND COMMON METHODS FOR TREATMENT AND PREVENTION, therefore you can rest assured that your assignment will be handled by only top rated specialists. Order your RISK FACTORS FOR EATING DISORDERS AND COMMON METHODS FOR TREATMENT AND PREVENTION paper at affordable prices with custom essay service! Lisa looks at herself in the mirror. She turns around and takes a good look at herself. She is thinking " How can everyone else be so skinny while I am so fat? ". In fact Lisa is a high school student. Lately her situation has been worsening. Not only does she feel guilty when she eats, but she also purges it up when she is finished. This can be the beginning of an eating disorder called Bulimia nervosa. Eating disorders are amongst the most common psychiatric syndromes, and leads to most treatment seeking, inpatient hospitalisation, suicide attempts and mortality (Stice 00). This essay will point out the most significant risk factors for Bulimia nervosa and Anorexia nervosa and the most common methods for treatment and prevention of these factors.

The diagnoses for the diseases Anorexia nervosa (AN) and Bulimia nervosa (BN) are different. However, they are very similar and share many common risk factors with a few variations. Furthermore, the patients are moving frequently between the disorders (Fariburn and Harrison 00). As a result of this, and for the simplicity and the required length for this essay. I will address them both as only eating disorders and allocate the risk factors to both AN and BN. In addition, this essay will be organised by presenting the most common risk factors followed by how they can be prevented and treated.

Fariburn and Harrison (00) along with most researchers advocate that being a female is the most important risk factor concerning eating disorder. Among those who have eating disorder are 0% females. The next significant factor is the age adolescence and early adulthood (Fariburn and Harrison 00). These are both very significant factors and have also led to the fact that the majority of the research reports only target the female population in adolescence. For example, Piran in his longitude research study targets ballet schools in which over 0% of the students are young females (Piran 1). There also exist several other research reports that target female's only, in high schools or similar institutions. This is essential to keep in mind when I will present the other risk factors that are extracted from research studies targeting females in adolescence or areas where this demographic group is in majority.

The media play an important part in creating an image of the "perfect slim body". Adolescences are very sensitive to their own body image and easily perceive the body image media create. They can easily associate this image as a significant factor for success in dating and other general achievements in life. Furthermore, the adolescences are likely to feel unsatisfactory with their own body and therefore seek methods to live up to their ideals presented by the media. Tomori and Rus-Makovec (000) did an interesting research including 4700 high school students. The objective of the study was to measure the level of self-esteem in high school students. The study has a more or less equal balance with 5.% girls and 46.7% boys. The results shows surprisingly that 6.1% of the girls would like to weigh less and only 18.% among the boys. Furthermore the research concluded that there is a correlation between low self-esteem and development of eating disorders. However, the report did not indicate any particular reasons for low self-esteem. Stice (00) on the other hand have evaluated several studies. Stice advocate that the media is an indirect risk factor for eating disorders. The pressure to be thin increases body dissatisfaction, dieting and negative affect that all are important risk factors ( Catarin & Thompson, 14; Field et al., 18; Stice& Whitenton, in press; Wertheim, Koerner, & Paxton, 001 as cited in Stice 000).

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Another risk factor that is clearly pointed out is family relationship. It shares some common feature with media but now the family takes the role as an indirect part that provokes risk factors like body dissatisfaction and lower the self-esteem. The provokers can be parents or siblings (Byely et al. 000; Gowers & Shore 001 cited by (Fariburn and Harrison 00). Tensed family conditions are also shown to be a direct risk factor for development of disordered eating behaviour (Byely et al., 000; Swarr & Richards 16 as cited by Fariburn and Harrison 00). A difficult childhood and strained family relationship seem to be a popular theme and these reports is highly presented in psychINFO. But few reports have revolutionary results. The most effective prevention programs are to maintain a positive family relationship. On the other hand, this scenario can easily be reversed to hypothsized what results a negative family relationship would cause. Therefore, I find this risk factor of great importance.

There exist no published study that can show a preventive result in a high risk setting for the development of eating disorders (Piran 1). A few psychoeducational programs have been tried in high schools without success. The programs had similar settings were different methods have been tried in order to teach the students in how to deal with pressure of thinness, self-esteem enhancement and healthy diet (Littleton and Ollendick 00). Piran (1) launched a similar program in a ballet school. Firstly, the school staffs were instructed to not make evaluative comments to the students regarding body weight or shape. Secondly, they had also assigned staff to act as a support for students with body dissatisfaction. Finally, students had small group meetings regularly discussing issues around eating disorders. The study shows positive results with a decrease in eating disorders and healthier eating habits among the students. Contradictorily, Piran (1) himself advocate that the study needs to be replicated in a more controlled environment before a final conclusion can be made. After searching through articles on psyINFO the factor that has the most empirical support is a positive family relationship. If parents are giving social support and staying closer to the children it greatly reduces the risk for the adolescents to adopt body dissatisfaction and eating disorder. (Byely et al., 000;Swarr & Richards, 16, McVey et al. 00 as cited in Littleton and Ollendick 00) I discovered that a positive family relationship is the most effective preventive method grounded on the research reports I found.

Treatment of eating disorder has received very little attention considering eating disorders are amongst the most common psychiatric syndromes. As mentioned in the first paragraph the adolescents are the age group that are most likely to develop an eating disorder. Luckily it is also the age that offers the greatest opportunity for effective treatment and recovery. It is important to discover the disease early because a treatment in the adolescence is significantly strengthening the outcome of the treatment (Benedetto and Lederhendler 000). Generally all the treatment programs that concerns eating disorders can be divided in to three main phases 1) restoring the severe weight loss; (intravenous very commonly used) ) treating cognitive distortions (regain self-esteem and body image, resolve family conflicts) ) long term rehabilitation (full recovery) (Benedetto and Lederhendler 000). The treatments that seem to be the most promising approaches for adolescents are family systems (Benedetto and Lederhendler 000). For the older population cognitive behaviour therapy is the most effective. No drug has shown to have any effect on eating disorder (Fariburn and Harrison 00).

Mostly people with eating disorders can be placed in a clear demographic group Female adolescences. However, most of the research done in this field is done the last 15 years. Therefore, I find it hard to find any strong conclusions or thread that distinguish apparent risk factors, preventions and treatments. The main overall risk factors are the inputs a person receives from outside environment. This input can comes from media, family or social groups. These inputs can to a great extent be the origins of what destroy a person's own self-image and self-esteem and thereby result in disordered eating. The reason arrives from the way the people perceive themselves related to the rest of the public. They might not be satisfied and therefore tries to adopt the ideals presented. Preventing eating disorder can be conducted by affecting these input sources (i.e. teachers, family) or the receivers (especially adolescences). Psychoeducation programs were found to have some positive results even though there were no significant empirical supports. Contradictorily, positive family relationship was proven to be the most effective prevention. The most common treatments that are shown to be most effective are a family system for adolescents and cognitive behaviour therapy for the older.

Benedetto, V. and I. Lederhendler (000). Reserach on Eating Disorders Current Status and Future Prospects. Biological Psychiatry 47() 777-786.

Fariburn, C. G. and P. J. Harrison (00). Eating disorders. The Lancet 61.

Littleton, H. L. and T. Ollendick (00). Negative Body Image and Disordered Eating Behaviour in Children and adolescents What places youth at risk and how can these problems be prevented? Clinical Child and Family Psychology Review 6(1).

Piran, N. (1). Eating Disorders A Trial of Prevention in a High Risk School Setting. The Journal of Primary Prevention 0(1).

Stice, E. (00). Risk and maintenance factors for eating pathology A meta-analytic review. Psychological Bulletin 18(5)(85-848) 4.

Tomori, M. and M. Rus-Makovec (000). Eating Behaviour, Depression, and Self-esteem in High School Students. Journal Of Adolescent Health 6 61-67.

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