The Four Major Biological Macromolecules - 927 Words

The four major biological macromolecules Recollect what people had for lunch. Did any of their lunch things have a nourishment facts name on the back of them? Provided that this is true, and in the event that you observed the sustenance s protein, sugar, or fat substance, they might as of now be acquainted with a few sorts of vast organic particles, which are going to discuss in this paper. Therefore, everyone will also be viewed the four major biological macromolecules are carbohydrates (such as sugars), lipids (such as fats), proteins and nucleic acids (such as RNA and DNA), which all are fundamental forever. A large portion of these molecules is shaped from monomers and polymers. Monomers are small molecules that can be joined by a condensation reaction, in which water is removed to form the bond between two monomers. Whereas polymers are huge molecules, can be degraded by a hydrolysis reaction in which water is added to break the bond between polymers. That’s how the lar ge molecules are formed due to condensation and hydrolysis reaction. First of all, let’s discuss the carbohydrate molecule, which contains carbon, oxygen, and hydrogen atoms. Carbohydrates are the most important source of energy for our body and our digestive system changes carbohydrates into glucose (sugar). Carbohydrates contain monosaccharides (one simple sugar), disaccharides (two simple sugars), and polysaccharides (many simple sugars). These simple sugars are joined byShow MoreRelatedDetection Of The Four Major Biological Macromolecules1000 Words   |  4 PagesDetection of the Four Major Biological Macromolecules Silvia Tian Gan 20631739 with Noor Helwa TA: Maple Ong, Vincent Halim Section Number: 023 BIOL 130L, Thursday, 9:30am~12:20pm, B2 151 Performed at Sep. 24th, 2015 Introduction In order for cells to carry out their daily activities, the aid from some biological molecules are needed. 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The Brockton Neighborhood Health Center - 1316 Words

Dispute Resolution 624 11/4/10 Cross-Cultural Conflicts Professor, Rezarta Bilali Assignment # 2 Joseph A. Bettencourt The Brockton Neighborhood Health Center, an Institution Formed and Molded By Diversity Controversy According to behavioral theories of communication and decision-making the rational solution to a problem is not always the best answer. Therefore, when diversity creates controversy, which inhibits the development of an organization, the organization is forced to adopt other useful tactics that would result in positive outcomes. This document will focus on several aspects of cross-cultural conflicts; A)†¦show more content†¦A) According to chapter 7 Intercultural conflict competence, in â€Å"cultural assumptions about conflicts color our attitudes, expectations, and behavior in the conflict episode† (Toomey, p.132), the task force felt empowered to go in and take charge of the situation without involving the community in the decision making process, placing the already concern issues in a prostrated state. Toomey goes to explain that in individualist vs. collectivist, â€Å"collectivist uses the process oriented model of conflict resolution by emphasizing the importance of managing mutual or group face interest in the conflict process, by upholding a claimed sense of positive public image in any social interaction† (Toomey p. 132). Power, control and loosing face, those were the elements that clouded the leaders of Brockton from looking at the problem through a different lens. B) Cultural constitute phenomenon; after the site selection without community approval the community was propelled into conflict escalation, making the City of Brockton a perfect candidate for mass violence. Citizens could not take out their frustration on the task force; instead they turned their attention on the groups that they perceived as the perpetrators of the problems (minorities). According to Stub in cultural-societal roots of violence. â€Å"Members of different subgroups of society can respond to

Teaching Vocabulary to Young English Learners Free Essays

string(142) " help them see how words are used in other contexts is asking them to think about how the words apply to their own knowledge and experiences\." A crucial component of learning a foreign language is the acquisition of vocabulary. For young learners, the very first words that they acquire could lay the profound basis for a better later learning of the children. This study is intended to investigate the specific application of techniques in teaching English vocabulary to young learners. We will write a custom essay sample on Teaching Vocabulary to Young English Learners or any similar topic only for you Order Now I strived to investigate the current techniques in teaching vocabulary to young learners and studied the difficulties that teachers encounter during this process. Oral interviews, questionnaire and observation schemes were used as useful instruments for data collection. The questionnaire-based survey aims to scrutinize teachers’ common techniques in teaching vocabulary to young learners, general difficulties that they meet in teaching. Oral interviews and observations serve to elaborate on the information gathered from questionnaires and discover teachers’ opinions on how to solve arisen problem in language classroom, especially during vocabulary section. The result of this survey indicates that using flashcards in presenting, sorting tasks in practicing and sentence completion in revising vocabulary are three most preferably common techniques in teaching young learners the English vocabulary. The exploitation of combining different techniques is considered rather limited; in conclusion,, this study provides some suggestions for teachers to realize the benefits of having available activities and games in young learners’ classroom. 1. Introduction I chose this topic for my research study because I consider that for young learners, vocabulary and grammar are two essential units that require them to master at early stage. It was once claimed that â€Å"experienced teachers of English as a Second Language know very well how important vocabulary is. They know their students must learn thousands of words that speakers and writers of English use. † (Allen, 1983). The well-known linguist Wilkins, one of the leaders in language learning and teaching, indicated that â€Å"without grammar, very little could be conveyed, without vocabulary nothing can be conveyed† Teaching vocabulary is considered to be an add- on to teaching grammar or simply a by-product of language teaching and communicative functions. The reasons are: firstly, too many words in one sentence are believed to break its grammar structure and spoil children in learning systematic grammar; secondly, it is thought that vocabulary can be learned through experience only and therefore, there is little need for the teachers to focus much on teaching their students vocabulary; and thirdly, they put the emphasis of teaching grammar on priority to vocabulary are already taken too much of any lesson in the classroom. The basic concept of how important teaching vocabulary in class is, was not recognized until late 1970s and 1980s when people realized the necessity of vocabulary in reading comprehension (Allen: p. 5) Learning a new language with native speakers can provoke learners’ motivation and boost their confidence in quickly obtaining language step by step, native teachers, in many circumstances have to face the obstacle of slow or misbehaved students, particularly in vocabulary section. This study therefore was conducted, aiming at reviewing common techniques in teaching vocabulary to young learners. . An overview of Vocabulary 2. 1. 1. Definition In order to find the best and most easy-to-understand definition of the vocabulary, is such an unfeasible task. Each linguist or scholar, in his specialized field, with his own set of criteria has found out for his own a way to define vocabulary. However, in the most popular way, Cambridge Advanced Learner’s Dictionary has applied a m eaning for vocabulary as â€Å"all the words which exist in a particular language or subject. † In the context of learning English as a Foreign Language, the vital role of vocabulary is inevitable. This has been claimed by many linguists and experts in the field. Wilkins (cited in Thornbury, 2002) clearly stated that â€Å"without grammar, very little can be conveyed; without vocabulary, nothing can be conveyed† (page 13). Coincidentally, H. Dellar and D. Hocking indicated that progress made from learning grammar most of the time would be much less than that from learning vocabulary. To be short and concise, when comparing the importance of grammar and vocabulary, both mentioned statement above show that most of learner’s improvement was created when the learner himself learned more words and expressions. It was also emphasized when it came to communicate that â€Å"you can say very little with grammar, but you can say almost anything with words† (Thornbury , p. 13). 2. 2. Young learners 2. 2. 1. Definition The term â€Å"young learners†, according to the author of the book An A-Z of ELT, Thornbury , â€Å"is used to describe children of pre-primary and primary school age, although it is sometimes used to include adolescents as well† (p. 250). In the same way, â€Å"young learners† as defined by Sarah Phillips (1993) are â€Å"children of formal schooling (five or six years old) to eleven or twelve years of age. † (p. 4). Teaching English to young learners, therefore, has a long history: in many multilingual countries, primary school children are taught English as preparation for secondary school, where it is the medium of instruction. In recent years, there has been a phenomenal increase in the teaching of English to young learners, in EFL context as well as in ESL, and in state school as well as in private ones (Thornbury, p. 251). 2. 2. 2. Characteristics of young learners Vocabulary knowledge is a major building block in children’s early literacy development. It provides the foundation for learning to decode and comprehend text. Many children, especially English language learners, need support in acquiring the substantial vocabulary they need to become good readers. Reading books to children is one way to introduce them to a wide range of vocabulary that they may not hear in their everyday conversations with adults and peers. Young learners need to be able to transfer their understanding of words to new contexts, so that when they see or hear those words in other places they understand what they mean. Talking about words from book to book is one way of showing children how words are used in other contexts. Another way to help them see how words are used in other contexts is asking them to think about how the words apply to their own knowledge and experiences. You read "Teaching Vocabulary to Young English Learners" in category "Papers" In explaining the word freight, for example, a teacher might say, â€Å"Have you ever seen a train on the tracks? Did you notice the cars of the train? Inside of those train cars, there are lots of things that are being taken from one place to another. The stuff that is being brought from one place to another is called freight. What are some things that you think could be freight on a train? † 2. 3. Vocabulary teaching . 3. 1. Stages in teaching Vocabulary Basically as proposed by Gower (2005) and Thornbury (2002) there are three stages in teaching vocabulary namely presenting, practicing and revising. In this research, I am going to list each stage with its typical features to have a better review for further techniques followed that. 2. 3. 1. 1. Presenting The title of this very first stage has indicated clearly its function in introducing new lexical items to learners. As suggested by Thornbury, learners need to learn both the meaning and the form of a new word. Therefore, as he claimed, it’s worth pointing out that both these aspects of a word should be presented in â€Å"close conjunction in order to ensure a tight meaning-and-form fit† (p. 75). If the co-writers of Teaching Practice (p. 146) immediately referred to the effectiveness of using visual aids in presenting new words, Thornbury specifically emphasized the importance of cutting down â€Å"the gap between the presentation of a word’s form and its meaning† so that learners could possibly be at ease to make a â€Å"mental connection between the two†. He also stressed some major factors, subject to which the number of words should be presented. . 3. 1. 2. Practicing Suggested by Gower, students often need a little time for the new lexical items to â€Å"sink in† (p. 148). He pointed out that learners may recognize new item but often delay putting it into active use. In this case, is of pure necessity the use of planned activities for recyclin g and reactivate the new vocabulary. This kind of practice, as implied by Thornbury (2002) underlines the popular belief that â€Å"practice makes perfect† (p. 93). He additionally emphasized the action of moving words from short-term memory into permanent memory. He emphasized that â€Å"new knowledge – i. e. new words – needs o be integrated into existing knowledge – i. e. learner’s existing network of word associations, or what is called the mental lexicon. † (p. 93). Words or lexical items need to be put to work, or into practice as it is often understood in many other contexts, in order to ensure the long-term retention and recall. Vocabulary needs to be placed in â€Å"working memory† and subjected to different operations which would be mentioned intricately in the later part of techniques in practicing vocabulary. 2. 3. 1. 3. Consolidating and Revising Checking students’ comprehension and revising those words are a final important stage in teaching this specific field. In this stage, students are advised to complete high-level tasks namely production tasks. The author of many famous books for English language teachers grouped decision-making tasks into the second stage when learners needed to decide and make their choice in facing up with already learnt items. 2. 4. Techniques in teaching vocabulary There are three main parts or namely stages in teaching vocabulary, as they are mentioned above. . 4. 1. 1. Techniques in presenting vocabulary Proposed by Doff (1988, cited in ELT Methodology II, 2009) and Thornbury (2002) and Nation (1994) a variety of techniques can be used or combined in introducing vocabulary. 2. 4. 1. 2. Techniques in practicing vocabulary Identifying tasks, involving tasks of finding words in texts. â€Å"Listen then tick the words you hear† can be one obvious example of this type. Identification is the first step in recognizing words and requires learners do easy task as counting, ticking or a bit difficult is to unscramble words as in anagram. Selecting tasks are â€Å"cognitively more complex than identification tasks†. For selecting tasks, learners will have to do recognizing words and making choices amongst them at the same time. Finding and odd one out is a common task that teachers may often use in class for checking comprehension. Learners are also requested to do matching tasks, apart from recognizing and making choice amongst words. In this kind of task, learners may need to pair a set of given words to a â€Å"visual representation, for example, or to a translation, a synonym/antonym, a definition or a collocate. (p. 97) Learners are being asked to do sorting tasks, by grouping words into different categories. It should be noted that the categories can be given in advance or learners have to guess what the categories are. 2. 4. 1. 3. Games Games are one indispensable advice for many teachers not only in English teaching but also in the field of language teaching. Instead of listing common word games, I wil l discuss the function and effectiveness of using games in teaching vocabulary as a major topic. Drawn upon the characteristics of young learner, one typical characteristic of them is moving around almost all of the times and cannot be sitting quietly for more than five minutes. Yet they can be often keen on word games with a variety of options and movements. Especially in the context of teaching English to Romanian learners who are often labeled as inactive and afraid of risk-taking learning, games are said to be an extrinsic motivation for them to participate actively in the lesson. Games bring in relaxation and fun for students, thus help them learn and retain new words more easily. Secondly, games usually involve friendly competition and they keep learners interested. These create the motivation for learners of English to get involved and participate actively in learning activities. Thirdly, vocabulary games bring real world context into the classroom, and enhance learners’ use of English in a flexible, communicative way. Advantages of using games in learning vocabulary were indicated by showing that games not only helped and encouraged learners to sustain their interest but also gave teachers a helping hand in creating contexts. This is particularly true when learners need useful and meaningful contexts to better their understanding of new words or in general, lexical items. 2. 5. Difficulties in teaching vocabulary This study, concerning the issue of constraints encountered by teachers, deliberately focuses on finding external factors, that is to say factors related to teachers themselves are spared for a larger scale research. In this case, difficulties in teaching vocabulary are said to often arise from the nature of vocabulary itself. The very first difficulty recognized in teaching words is the matter of whether to teach form first hen meaning or meaning first then form later. Another matter deterred by many researchers is about the mistakes that learners often make when learning vocabulary. External factors can be seen from the different levels of learners in one class; class size can grow to unexpectedly big; learners keep using their first language and more importantly students appear to be uncooperative. Those factors once happen in class can negatively hinder the efficiency of both presenting and practicing new words; additionally badly affect teacher’s plan and demotivate many activities performed by him/her (Harmer: p. 27). 2. 5. 1 Proposed activities and games in order to make a lesson vivid 2. 5. 1. 1 Proposed activities: Bingo: is useful for checking students’ comprehension and pronunciation of the old vocabulary. Teacher gets the class to brainstorm a list of ten or fifteen new words and puts them on the board. Students choose any five and copy them into a piece of paper. Teacher reads out the words. Each time having one word that teacher reads, students put a tick or cross that word. The one to have five ticks or crosses shouts â€Å"Bingo† and the game can continue. Word associations: Teacher writes a topic in the middle of the board and gets students to think about words that associate with it. In case students cannot think of as many words as expected, teacher can ask question to provoke answers that may enlighten students’ ideas. Half a crossword: this activity is to get students to use sentence for asking the meaning of a word. Students work in pair, each receives half a crossword. One student, in order to get the answers for the missing half has to ask the other either to act or give a definition of the word. Pictionary: Teacher can utilize it as a fun activity in class. Class can be divided into two big groups. Each time, one person in the group, after receiving one word/phrase from the teacher has to turn to his/her group to draw so as to get the group guess correctly the word. Members take turns to draw and the activity can be played twice but should be not too long. 2. 5. 1. 2 Proposed games: Board sentence making: the rule is quite easy to follow and it is specially created to increase team work as well as the acquisition of words. The class is divided into two teams; each team is given six to seven small white boards. Teacher writes a word on the big board, each team has to make a sentence using the given word. Each word of the sentence must lie in each small board that the team is provided. Categories: Young learners work in pairs or small groups. On a piece of paper, they draw up a number of columns, according to a model on the board, each column labeled with the name of a lexical set: e. g. fruit, animals, transport, clothes. The teacher calls out a letter, B for example, students write down as many words as they can beginning with that letter in the separate columns (banana, bus, blouses, bat, †¦). The group with the most correct words wins. Drawing/ miming or explaining: this is a game played with the dice. Each time, representative from one of the two teams in the class has to throw the dice to know whether they have to draw (if throw 1-2), mime (3- 4) or explain (5-6) the word that teacher gives them. It can create a fun learning environment when students really don’t want to explain but they throw 5 instead. Hammer: the aim of the game is to get students quickly operate words that they have learnt in class. Students stand in a circle, teacher stands in the middle of the circle, holding the paper hammer. Teacher can give a topic himself or ask students to choose one topic in which every one in the class has to take turn call out a word belonging to given topic. Anyone who cannot give one word will be hit on the head with the hammer. The last person to stay is the winner. Pronunciation race: In this game, class is divided into small groups. Each group sends a representative to the board. The teacher gives the rest of the group a small grid of words which they use to pronounce to the member at the board. Once hearing the word, that member has to write down the word he/she gets. The team with most of the correct words wins. Spelling race: Class is divided into two teams. For each time teacher writes a scrambled word on board and two representatives from each team have to race to the board and write the correct spelling of the word. Each correct word wins the team a point. The team with the most points wins. Stop the bus: In the same way as Categories, students write labeled column. When teacher calls out a letter, C for example, students have to find one word which starts with letter C and belongs to provided category. The first group to find all words shouts â€Å"Stop the bus†. The other teams have to stop. Teacher checks accuracy and spelling. Word Bang: This game can be used best to check students’ understanding of old vocabulary in class. The class stands in a circle and teacher stands in the middle holding a set of flashcards (make sure that students know all the cards in advance). Each time, two students compete each other to shout out loud the name of the card that teacher shows in front of them. The quicker is the winner. The game continues until there is only one student left, who is also the winner of the game. Word snap: It has the aim to get as many pairs of words as possible. Divide class to work in pairs or small groups. Each pair/group receives a set of words and pictures which correspond to the words. Each time one student face up two cards, if they match he will take them, if they don’t, he has to put them face back down. Turn goes to the next person. The one who gets the most pairs win. 3. Conclusion As the title of the paper suggests, this study has its focal point in investigating the current implementation of techniques used in teaching vocabulary to young learners, accompanied by difficulties and solutions. As a conclusion, common techniques in teaching vocabulary to young learners can be divided into three groups. For presenting new words, using flashcards and miming are preferred by most of teachers. In getting students to practice the words they have learnt, grouping words into certain categories preferably outnumbers the other techniques. For the final stage in teaching vocabulary – revising, most of the teachers say that they have been familiarized with sentence and text completion rather than that of creation. Finally, this research proposes some compiled games and activities that might be helpful for teachers’ repertoire. 4. Summary: Scopul acestui studiu este acela de a sublinia importanta invatarii vocabularului, de catre tineri, inca din faza incipienta. Am incercat sa prezint cateva idei, despre ceea ce inseamna predarea vocabularului si implementarea tehnicilor folosite in predare, alaturi de dificultatile intampinate cat si solutii pentru reusita. Definirea vocabularului poate fi inteleasa prin, totalitatea cuvintelor ce alcatuiesc o limba. Prin elev tanar ne referim la acea categorie de copii cuprinsa intre 5-12 ani. Ca si concluzie, cele mai folosite tehnici in predarea vocabularului tinerilor elevi pot fi impartite in trei grupe(prezentare, exersare si recapitulare). In prezentarea noilor termeni( cuvinte), folosirea cartonaselor ilustrate si mima este cel mai des intalnit procedeu. In a-i face pe elevi sa exerseze cuvinte invatate, gruparea cuvintelor pe anumite categorii este cea mai de succes metoda folosita.. In ceea ce priveste etapa finala in predarea vocabularului –recapitularea, majoritatea profesorilor spun ca au fost obisnuiti cu finalizarea propozitiilor si a textelor, decat cea a crearii. Spre finalul lucrarii am incercat sa descriu cateva jocuri si activitati care ar putea fi de folos in alcatuirea portofoliului unui profesor. How to cite Teaching Vocabulary to Young English Learners, Papers

Marriage and Counseling free essay sample

Abstract The structural family therapist goes about helping the entire family instead of singling out the specific person with the issues. When families have good relationships with each other it is mainly when each family member has their specified role and fulfills that role to its entirety. This type of psychotherapy was created by a researcher name Salvador Minuchin, from New York. The primary strategy of this therapy is to develop a bond between the family members that are having problems within their family. The therapists goal in this theory is to develop a bond with every member of the family so he or she can figure what the problem is and how to solve it. The structural family theory also brings in a biblical perspective to psychology. This therapy will help shed a new light on how God planned families to be and what roles he wanted each of them to have. Introduction Every person in the world has a family. Some people may be closer to theirs than others but that does not negate the fact that they have a family. With that being said, each family has a different way of functioning. The majority of families raise children and they grow up to be fair adult citizens. Although the majority of families raise their children with no problems, there are still those that have their share of misconceptions. The  structural theory specializes in individuality. It examines each person of the family with their own characteristics and aspirations, while being apart of their entire family. The basic concept to structural therapy looks at rules of a family, roles of each individual, wholeness and organization. ( Goldenberg Goldenberg, 2013). A therapist analyzing this data thinks that a person can either function or not function. Functional families make changes and shifts as the members of the unit develop and go through different developmental stages (Becerra ., Michale., 2012). A dysfunctional family is not open to change and seeks to keep the members of the unit stuck in the way things always have been and does not foster growth within the individuals members of the family. (Becerra., Michale., 2012). Assumptions The relationship individuals have with their families is a source of mental stability for each individual. (Becerra., Michale., 2012). This theory thinks that when families talk to each other through speaking and non-verbal communication it is passed down through the generations of their family. Aside from those dysfunctions, structural therapists looks at the way families form family triangles, coalition, and family belief systems ( Goldenberg Goldenberg, 2013). Structural theory believes that every member of the family have a different role to play as it related to the workings of their family. Healthy families are not families that have no conflict, rather healthy families are able to see the conflict and handle it in an appropriate manner (Harway., Kadin., Gottlieb., Nutt., Celano,. 2012). Everyones family has their own element of growth and sometimes this causes problems within the family. While going through these growing pains it causes the family members to not be able to adapt to things without their dysfunctional family. Development of The Theory Research was conducted and clinical data was collected on different family systems to understand the patterns of psychosomatic families. Research was conducted at the Philadelphia Child Guidance Center, where Salvador Minuchin  was the director of the center (Goldenberg, Goldenberg, 2013).A vast majority of these families came from normal homes with each of them having problems within their family. A psychosomatic family is when the child or children in the family develop severe psychosomatic problems as a result of their families dysfunction (Becerra., Michale., 2012). While working with families that showed signs of a psychosomatic child, the goal was to change the structure of the relationship and develop boundaries, and to deal with underline conflict within the family system (Goldenberg, Goldenberg, 2013). Salvador Minuchin and his regime of researchers worked diligently while studying this theory and this is now one of the most influential theories of conducting solutions to family conflicts. Counseling Technique The main priority of the therapist is to find the solution to the families and help them discover what the roles should be in each family. Structural family therapists address current problems within the family instead of past events (Harway., Kadin., Gottlieb., Nutt., Celano., 2012). One of the main jobs of the therapist is to find new ways to hinder the present problems the family has and make sure that the problems do not reoccur. The families that do have a hard time solving their troubles need to have a major change in their roles as a family. There are many techniques that counselors employ while working to bring health to the family system. The main techniques are joining, boundary making, enactment, restructuring, and reframing (Hammond., Nichols. 2008). Boundary in this therapy basically states that there needs to be separation in the family but at the same time it needs to be known that each member of the family knows they have special meaning and are cared for by everyone else in the family. Counselors look to change the hierarchical relationship between the husband/father and the rest of the family (Goldenberg, Goldenberg, 2013). When referring to enactment, this is stating that a counselor cannot take one persons side of the family favorably over the others. Counselors that take the side of one member over the other members will interfere with the creation of healthy family functioning (Goldenberg,   Goldenberg, 2013). When the therapist sees that there are problems happening within the family he will exemplify positive patterns which can help the family outside of the counseling aspect. This is one factor that will help the families problems not be pissed on from generation to generation. When the therapist reframes with the family it means that they are coming up with new ways of viewing the problem. The old ways did not work or the therapist just wants to give them a new perspective of the problem, hoping that the new way would be successful. Christian View A Christian view refers to having a biblical foundation in your life and how they feel the presence of the Bible through their every day life and culture. Christians believe that every word in the bible is inspired by God. 2 Timothy 3:16-17 states that everything in the Bible is inspired by God, and profitable for doctrine, reproof, correction, and instructions (Crabb., 1977). A Christian views marriage and family as one of the greatest things ever created by God. All Christians know that we were all created in Gods image as a reflection of Gods glory. Everyones family is set up in a different and unique way. God created the family concept for the husband and father to be the leader of his wife and his children. God created Eve for Adam with the assumption that they would meet each others needs and have children together. Ephesians 5:25 says that Adams main objective should be to love his wife the was Christ loves the church. This is how all men should treat their wives and if not, it can lead to serious dysfunctional relationships and families. The wives number one priority should be to submit to her husband and to care for the children. The children should respect and mind their parents as long as the parents are still in a steady walk with Jesus Christ (Ephesians 6:1). Many families stray away from these simple concepts and it also leads to having a bro ken family. If families remain true to their Christian view of life and their culture within their family they can live happily and not be hindered by outside influences, also known as the Devil. My personal family theory is the same as structural family therapy. When the therapist focuses on each individual of the family it creates a better way to deal with the problems that Christian and non-Christian families have. Structural family model looks at creating balance within the concepts of family dynamic. Structural therapist looks at defining family rules, roles, coalition, subsystems, boundaries, and wholeness (Goldenberg, Goldenberg, 2013). Dr. Crabb stated He looked at the life of Paul and stated that as believes we should do everything to please God and not man (Crabb, 1977). When Christians are involved in counseling they should make sure that all of the counseling sessions not only help their family but also reflects God in every single aspect. Compare/Contrast Structural Family Therapy has a lot of similarities as family directed therapy. Family-directed therapy is a younger model of structural therapy, but with different aspects to the theory that structural family therapy doesn’t look at (McLendon., McLendon., Petr., 2005). Both of these types of therapies determine that the parents should care for the children, not the other way around. They also both show the families the positives in their system, the negatives, and what needs to be changed throughout their maturing process as a family. Family-directed therapy is more time limited and while working on goals that were set by members of the family (McLendon., McLendon., Petr., 2005). In the structural therapy the family members do not set the goals for the members. The therapist sets them because he knows exactly where the weaknesses and the strong points of the family are. Conclusion Structural Therapy is a counseling model created by Salvador Minuchin and his crew of researchers. Much of the early research for the theory was done at an inner city to understand the how families functioned when high levels of poverty and single-mother lead homes where older child were more like a second parents in the family (Harway., Kadin., Gottlieb., Nutt., Celano., 2012). The purpose for this theory is to aid families with providing them counseling and making their family functional in all ways. These counselors  find ways to establish roles within the family system and to establish boundaries between the family members. The goal of the therapist with a Christian view is to strengthen the marriage, parent/child relationship and to help each family understand their role in their family. Christian counselors rely on God to help guide them into bringing change within the family unit.