Expressed Emotion and Attitudes toward Body Image and Food

In numerous studies over the years, body image and dysfunctional attitudes toward food have shown to be related to the genesis of eating disorders. Recent research has particularly focused on the influence that families have on both the development of eating disorders as well as their impact on their child\u27s body image and eating attitudes. In general, higher levels of expressed emotion are often found in families with children who have either anorexia nervosa or bulimia nervosa. However, there is a lack of research on sub-clinical populations. Therefore, the purpose of this study is to analyze the influence that expressed emotion has on body image and eating attitudes, which are often markers of sub-clinical eating dysfunction. Ninety-nine female undergraduate students from Butler University completed questionnaires assessing eating attitudes, restraint, body shape, fear of becoming fat, and expressed emotion. My hypothesis is that a high level of expressed emotion in families is positively correlated with dysfunctional attitudes toward food and distorted body image. Pearson correlations showed that indeed there are significant relationships between high expressed emotion and negative eating attitudes, increased restraint in eating patterns, poor body image, and fear of becoming fat in college-aged women. Results are discussed in light of relevant theory

<Articles>The Kyoto School's Dojo of Philosophy (The 6th International Symposium between the Graduate School of Education, Kyoto University (Japan), and the Institute of Education, University of London (UK))

During an internet search a year ago I was surprised to learn of a new anthology entitled Education and the Kyoto School of Philosophy. I really should not have been surprised, because after all the Kyoto School philosophers were educators, almost all of them university professors, mostly at Kyoto University. Later in the fall, when I perused titles in the philosophy section of major book stores in Tokyo and Kyoto, I found an abundance of books on Nishida Kitarō and the Kyoto School, ranging from detailed analyses of Nishida's works to political critiques and even a wide-ranging exploration of the Kyoto School and ecology. Given the scope of trends in academic publishing today, one might expect to see topics of this sort treated from various points of view. But the seemingly obvious theme of education was missing among the numerous books in Japanese, and so it is all the more significant that the editors of this anthology in English recognized the relevance of the Kyoto School for education

Tweeting in the Agora: An Historical Documentary of Educational Structures and Discourse in Ancient Greece and in Modern Social Media

This dissertation focuses on the systems and structures of formal and informal education in Ancient Greece under the leadership of Socrates, Plato and Aristotle and the systems and structures of education and discourse on social media, specifically on blogs and Twitter. Using historical documentary research methodology of primary and secondary sources, the researcher analyzed, compared and contrasted these systems and structures and examined the implications for today\u27s educational leaders. The four research questions of this study were: 1. According to select primary sources from 400 B.C.- 322 B.C. (heretofore referred to as ancient times) and historical secondary sources about that time period, what was the system and structure of formal and informal education and discourse? 2. According to select primary and secondary sources from 1990-2013 (heretofore referred to as modern times) what is the system and structure of formal and informal education and discourse? 3. How do the systems and structures of formal and informal education and discourse of ancient times compare and contrast to the systems and structures of formal and informal education and discourse of modern times? 4. What are the implications of this study for today\u27s educational leaders? Throughout the research process, several lenses were examined through select primary sources from 400 BC-322 BC and historical secondary sources about that time period and select primary and secondary sources from 1990-2013 to determine how the systems and structures of Socrates, Plato and Aristotle\u27s practice and the systems and structures of educational leaders on social media address many issues such as equity of access, leadership and communal learning spaces. Analysis of ancient and modern times, as well as the comparisons and contrasts between both periods was done to determine the impact of such systems and structures on today\u27s educational leaders and the implications for the future