November 02, 2020

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Bulimi Nervosa '. Schools and interested teachers can contact the cashier and request extensive information and educational material. The reason for this campaign is the alarming number of young people with eating disorders. According to the results of the child and youth health survey (KiGGS study, Robert-Koch Institute 2006), nearly 22% of 11 to 17-year old youth in Germany exhibit symptoms of an eating disorder. Girls and young questions are affected first and foremost. Adults are not spared. \"And even if the disease often in secret\" runs, which or the person concerned not about wanting to speak, so it exists yet. And who wants to conclude a disability insurance policy, must specify also the problem under certain circumstances. Either it is asked directly for a corresponding disease or it will quite simply wondered whether it was handled the last 5 years due to any problems. \"Is this with Yes\" to answer, you must also specify why. Discovered then the insurer that it is an eating disorder, is it hard to get a degree. The notion of eating disorders is broad. There are different manifestations that occur in very different forms. Zu unterscheiden sind: a) Bulimia nervosa (Bulimi) b) Anorexia nervosa (Magersucht) c) Adipositas (starkes ubergewicht) d) Binge Eating Disorder (unkontrollierte Essattacken / Fressanfalle) e) Orthorexie (krankhaftes Gesundessen) Die Essstorungen b) und c) wird der Versicherer unter Umstanden ganz einfach uber die Abfrage des BMI (body mass index) erkennen. Circumstances also the binge eating, because here in contrast to the Bulimi the eaten again is vomited, those affected are often overweight. The about crucial question is whether treatments or not have already taken place. Eating disorders are often sessions with the psychologist, as the cause of the whole not normally in the gastrointestinal tract. Because mental illness strongly have come to a disability...
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Mathematical Games Leaving of the principle that the children think different of the adults and that our objective are not to teach to play, we must follow the way as the children play, being observing intent, intervening with the rank of interesting questions to assist to construct them to it rules and to think in way that they understand. We find diverse advantages in the use of the mathematical games in classroom, in view of the learning of the Mathematics, disciplines for times repudiated by many: to detect the pupils who are with real difficulties; to demonstrate if a subject well was assimilated by the pupils; the pupil becomes more critical, alert and confident, expressing what he thinks, elaborating questions and taking off conclusions without necessity of the interference or approval of the professor; the fear does not exist to make a mistake, therefore the error is considered a step necessary to arrive itself at a correct reply; the pupil motivates itself with the climate of a lesson different, what it makes with that learns without perceiving. Analyzing the possibilities of the game in the education of the Mathematics, we perceive some moments where children and young, in a generalized manner, exert activities with games in its day-by-day, it are of the classrooms. Many of these cultural and spontaneous games are presented impregnated of mathematical slight knowledge that simply are lived deeply during its action in the game. Official site: ExxonMobil Corp. The Mathematical Games can be classified as: games combinatrios puzzles, games; abstract games, arithmetical games and geometric games. Each one has a specific function and can be used to advantage for some contents of the Mathematics. Amongst some conceptions of the development of the mathematical knowledge, of Caraa (2000) it incorporates the dynamics of creation and historical development of the...