The Fundamentals of Essay on Various Topics Revealed

The Fundamentals of Essay on Various Topics Revealed There are invariably a wide variety of opinions on the field of technology, and here are our favourite things to consider on this issue. A specialist will be able to help you opt for a great subject for your compare and contrast essay topics or can complete the task for your benefit. The second thing that you should take care of once you choose the title is to maintain in mind five kinds of argument claims. The significance of the phrase indicates that you need to provide a favor for a different favor. If finding an appropriate topic for your exemplification essay is just the start of your problems, there's a way to make them go away. Well, the solution isn't too obvious here. Choosing Essay on Various Topics Deciding upon a topic is a vital issue that partly estimates final success of the job. Shopping online isn't secure or secure. The point is that someone with a wide ranging vocabulary ought to be in a position to chat about any of the usual essay topics easily using words that are particular to that topic. Writing about nuclear weapons is always a great idea. There are two primary means by which you can use the most typical IELTS essay topics to your benefit. You are able to easily pick one to begin your research on the subject. Essay on Various Topics: the Ultimate Convenience! Planning is critical in any sort of home task, from building a powerpoint presentation to supplying American Government homework help to your friend. Plenty of students put on a uniform. In our case, the term custom also means the high quality of an essay. The very first step, nevertheless, is to understand what your topic is. The title is the secret to your strong writing piece. You may search for more information to create your arguments stronger in your thesis. The multiple topics could possibly be found, for instance, in the dissertation abstracts international database. Add all the details that you can imagine. Thus, it's important to read corresponding formatting guide. As a student, you're assigned to different varieties of tasks. It's vital for each individual to accomplish excellent outcomes and create all core competencies. Very often it becomes tough to choose a single topic either on account of the many ideas in the student's head, or due to their complete absence. It's evident that if you compose an essay, you develop various abilities and abilities. You may discover that several of the topics can be adapted to suit almost any sort of writing assignment. It might be really boring to look for worthy English essay topics on your own, thus we think that it's time to provide you with a hand of assistance. A variety of topics for college nee ds can use humor as the very best weapon to create a sheet of paper that would eventually draw more students to the writing, although they do not enjoy the ideas of writing. Having to compose an exemplification essay sounds like quite a complex job, but it isn't as hard as most students imagine. Students prefer to purchase unique custom made college essays here due to a number of very good reasons. Most students attempt to prevent poetry. You don't need to use all them in your essay, but a tiny brainstorm can help you to be in a very good mood for work. Recent argumentative essay topics that are related to society is going to do. If you would like to achieve excellent ends in your writing, make sure you comprehend the big subject of the essay. When prior brainstorming is finished, you can begin drafting your essay. The essay writer delivers a distinctive essay before the deadline to let the customer check it and choose whether any revisions are required. Taking into account that lots of persuasive essays concern controversial topics, before writing, you can want to sit down and think of what your opinion on the topic actually is.

Jean Piaget s Theory Of Cognitive Psychology - 1187 Words

Jean Piaget was at the forefront of the Cognitive Psychology movement and one of the most influential developmental psychologists of the 20th century. His work on schemas, adaptation, and his development theory are still being used today in most professional settings as a way to understand the development of the child. His work on schemas led to a new understanding of mental illness, paving the way for Cognitive-Behavioral therapies and other therapeutic methods that are based off faulty thinking. Before the Cognitive movement mental health issues or illnesses were thought to be the result of childhood tragedies, repression, or from the environment conditioning those maladaptive behaviors. Now we know because of the work from Piaget that faulty schemas can be built and ultimately broken down in a person to help them lead a more positive life. His theory is heavily influenced by a foundation of three ideas. One, that intelligence is its own biological system, it (intelligence) c onstructs its own structures to be able to function. Two, knowledge is an interaction between the person and their environment. Lastly, that intelligence is brought about by four factors; physical and social environments, maturation, and equilibrium. There are three main parts to Piaget’s theory: schemas, the four processes of transition, and the four stages of cognitive development. At the base of Piaget’s Cognitive Theory is what he called schemas. Piaget (1952) defined a schema as, â€Å"aShow MoreRelatedJean Piaget s Theories Of Cognitive Development1360 Words   |  6 Pages Jean Piaget was a Swiss psychologist. He worked in the fields of Developmental Psychology and Epistemology. He’s known for his works and theories in the field of child development. His theories of cognitive development and epistemological views are called, â€Å"genetic epistemology†. Piaget placed the education of children as most important. His works and theories still play a huge role and influence the study of child psychology today. Jean Piaget was born on August 9, 1896 in Neuchatel, SwitzerlandRead MorePiaget s Theory On Stages Of Developmental Psychology1039 Words   |  5 PagesDecember, 2015 Piaget Today â€Å"Child development does not mean developing your child into the person you think they should be, but helping them develop into the best person they are meant to be.† ― Toni Sorenson Jean Piaget was a leader in the field of developmental psychology, the study of how people grow. Instead of continuing the Freud s work with psychoanalysis, as many psychologists and philosophers did at the time, Piaget stayed â€Å"closer to his teacher Pierre Janet s psychology† (Vidal) BestRead MoreJean Piaget s Theory And Theory1673 Words   |  7 PagesWhat is a theory? A theory is an organized set of ideas that is designed to explain development. These are essential for developing predictions about behaviors and predictions result in research that helps to support or clarify the theory. The theorist I am choosing to talk about is Jean Piaget who discovered the cognitive development theory and who broke it down into different stages. The different stages are the sensorimotor stage, the preoperational stage, the concrete operational thoughtRead MoreVygotsky And Vygotsky : Early Childhood Development1683 Words   |  7 Pages Amanda Rezzonico Piaget vs Vygotsky Early Childhood Development Lev Vygotsky and Jean Piaget are known in the educational world. Vygotsky and Piaget were developmental psychologists who had many of the same views and beliefs, but at the same time had opposing views. According to Jean Piaget â€Å"cognitive development was a repetitive reorganization of mental processes that derived from biological maturation in addition to environmental experiences’’ (McLeod, S. A. (2015). The childRead MoreJean Piaget s Cognitive Theory Essay1750 Words   |  7 Pages Jean Piaget is a well-renowned twentieth century scholar responsible for the development of the Cognitive Theory, focusing on how people think over time, which, in turn, reflects in how how attitudes, beliefs, and behaviors are shaped. Jean Piaget observed and divided the Cognitive Theory into four periods of cognitive development, which occur in the following order: sensorimotor, preoperational, concrete operational, and formal operational. Of the four stages, each has it’s own characteristicsRead MorePiaget s Theory On Stages Of Developmental Psychology1180 Words   |  5 Pages Piaget Today Rebecca Biddle English 101 Mrs. Rufino 17 December 2015 Rebecca Biddle Mrs. Rufino English 101 9 December, 2015 Piaget Today â€Å"Child development does not mean developing your child into the person you think they should be, but helping them develop into the best person they are meant to be.† ― Toni Sorenson Jean Piaget was a leader in the field of developmental psychology, the study of how people grow. Instead of continuing the Freud s work with psychoanalysis, as manyRead MoreJean Piaget s Theory Of Knowing921 Words   |  4 PagesJean Piaget was a developmental psychologist and philosopher from Switzerland. He is known for his epistemological studies with children. He was the first to make a systematic study of cognitive development. Piaget was also the Director of the International Bureau of Education. He was â€Å"the great pioneer of the constructivist theory of knowing.† He was known as the second best psychologist after Skinner by the end of the 20th century. Throughout his career, Jean Piaget declared that â€Å"only educationRead MoreInfluential Theorist And Child Development : Who Are Capable Of Inventing New Things? Essay1214 Words   |  5 PagesMrs. Slinger HPC 3OR September 17th, 2016 Influential Theorists In Child Development: Intellect, Jean Piaget (1896-1980) The goal of education is not to increase the amount of knowledge, but to create the possibilities for a child to invent and discover, to create men who are capable of inventing new things. Jean Piaget is an influential theorist in child intellect development. Piaget insights society on the importance of not learning, but thinking, his thoughts/studies give a furtherRead MoreJean Piaget: Biography and Theory of Cognitive Development1601 Words   |  6 PagesPiagets Theory of Cognitive Development: Jean Piagets theory of cognitive development is a description of the four distinct stages of development of cognition in children. The theory was developed at a time when Piaget was employed at the Binet Institute in the 1920s in which his main responsibilities were to develop the French versions of questions on the English intelligence tests. During this period, Piaget became increasingly concerned or interested with the reasons children gave for theirRead MoreJean Piaget s Theory Of Cognitive Development1553 Words   |  7 PagesJean Piaget is considered to be very influential in the field of developmental psychology. Piaget had many influences in his life which ultimately led him to create the Theory of Cognitive Development. His theory has multiple stages and components. The research done in the early 1900’s is still used today in many schools and homes. People from various cultures use his theory when it comes to child development. Although there are criticisms and alternatives to his theory, it is still largely

Main Street By Sinclair Lewis Essay Example For Students

Main Street By Sinclair Lewis Essay AnnonymousFor as long as I can remember, Ive loved to read: short stories,fiction, nonfiction sometimes, even philosophy if nothing else wereavailable. This term Ive been given more reading assignments than Ican ever remember having to deal with. This term has been extra specialbecause we studied no less than three types of literature: shortstories, poetry, and drama. While I was in high school, a short story was a book with less thanthree hundred pages. This term I learned that even though a short storymay be only a few pages long, there are chapters of interpretation,ambiguity, and symbolism to understand. In The Lottery by ShirleyJackson, I found a story teeming with so much symbolism that I had toread the story twice before I understood half of it. In Araby byJames Joyce, I learned to look deeper than just the surface of theoriginal wording to find new meanings to the story. Poetry, on the other hand, has been like a curse to me. I felt as if Iwere out of my depth when forced to read it. I could read the words,but comprehension was beyond me. Then, just last week I discoveredpoetry is indeed a foreign language. Ive always picked up languageseasily, I thought. I then knew that all I had to do was translate thedead language of poetry into terms I could understand, then, with ablinding flash, comprehension dawned. E.E. Cummings is really just adirty old man. Carlos Williams is a political activist, and DylanThomas is incredibly grief stricken about the loss of some loved one. The emotions of the poems were almost too overwhelming to deal with. Once I was told that as we evolve, so to does our language. I thoughtmy teacher had been in the sun too long when she told me that. But whenI started reading works by William Shakespear, I found just how rightshe was. The writings of Shakespear also have the added benefit ofbeing like poetry. For me drama is tedious, boring, and too hard tokeep track of. Given the choice of reading Shakespear or getting a newseries of hepatitis shots, I would go for a double series any day. Whenever Im given a reading task, I treat it like a job, something toput up with until Im done. I know differently now. I wonder how muchI have missed thinking in such a way. From now on, I know that I willsee it differently. Already with new eyes I see short stories and poemsdifferently. Drama, however, will always be viewed as a painful task.

The Telephone System Essay Research Paper The free essay sample

The Telephone System Essay, Research Paper The Telephone System The telephone is one of the most originative and prized innovations in the universe. It has advanced from its low beginnings to its radio communicating engineering today and for the hereafter. The dwellers of the Earth have long communicated over a distance, which has been done by shouting from one brow or tower to another. The word # 8220 ; telephone # 8221 ; originated from a combination of two Grecian words: # 8220 ; tele # 8221 ; , intending far away, and # 8220 ; phone # 8221 ; , intending voice or sound, and became the known term for # 8220 ; far- speaking. # 8221 ; A basic telephone normally contains a sender, that transfers the company # 8217 ; s voice, and a receiving system, that amplifies sound from an incoming call. In the sender there are two common sorts of senders: the C sender, and the electret sender. The C sender uses C granules between metal home bases called, electrodes, with one consisting of a thin stop that moves by force per unit area from sound moving ridges and transmits them to the C granules. These electrodes conduct electricity fluxing through the C. The sound waves hit the stop doing the electrical opposition of the C to change. The electret sender is composed of a thin disc of metal-coated plastic held above a thicker, hollow metal disc. This fictile disc is electrically charged, and creates an electric field. The sound waves from the company # 8217 ; s voice cause the fictile disc to vibrate, altering the distance between the discs, therefore altering the strength of the electric field. These fluctuations are translated into an electric current which travels across the telephone lines. The receiving system of a telephone is composed of a level ring of magnetic stuff. Underneath this magnetic ring is a spiral of wire where the electric current flows. Here, the current and magnetic field from the magnet cause a stop between the two to vibrate, and retroflex the sounds that are transformed into electricity. The telephone is besides composed of an alerter and a dial. The alerter, normally known as the toller, alerts a individual of a telephone call, created by a particular frequence of electricity sent by the telephone figure typed in. The dial is the part on the phone where Numberss are pushed or dialed. There are two types of dialing systems ; the rotary dial, and the Touch-Tone. The rotary dial is a movable round home base with the Numberss one to nine, and nothing. The Touch-Tone system uses buttons that are pushed, alternatively of the traffic circle that send pulsations. The telephone was said to be invented by many people. However, the foremost to accomplish this success, although by accident, was Alexander Graham Bell. He and his associate were be aftering to carry on an experiment, when Mr. Bell spilt acid on himself in another room, and his associate clearly heard the first telephone message: # 8220 ; Mr. Watson, come here ; I want you. # 8221 ; Although Alexander Graham Bell had invented the telephone, his instance had to be defended in tribunal more than 600 times for this to be proven. After the innovation of the telephone, many other great technological progresss were made, which boosted the telephone into a world-wide matter. The foremost great progress was the innovation of automatic shift. Following, long distance telephone calls were established in little stairss. For illustration, from metropolis to metropolis, across a state, and across the ocean. Following this, undersea overseas telegram and orbiters, which made it possible to associate points midway around the Earth sounding as if from following door. Finally, by adding three digit country codifications, all phone calls, either to following door or around the universe, could be done by the company. The first telephone company to set up a telephone industry was the Bell Telephone Company, in 1877, by Alexander Graham Bell. This did last for sometime, nevertheless, independent telephone companies were started in many metropoliss and little towns. By 1908, many clients were being served by a new company called AT A ; T, which finally bought out the Bell Company. Since it was dearly-won to hold the wires run to a family, many residential people frequently shared lines, which is called a party line. Although these lines were cheaper for the clients, it was a nuisance because merely one individual could utilize the phone at a clip, and other families could listen in on the calls. Finally, the monetary value of local calls was comparatively low, nevertheless, long-distance calls were placed comparatively high when compared to the local telephone measure. Today, about 95 % of the families across North America have telephones, which is making a immense chance for companies that provide local and long-distance service. Although monetary values for calls are easy decreasing, the competition between companies is increasing. This can be seen from advertizements on telecasting and in the newspaper. And non merely is this viing traveling to go on, it will increase as new engineering is discovered. What is in shop for the hereafter? No 1 will now. However, some of the latest futuristic thoughts that will shortly be upon us are ; telecasting screens shortly accompany the telephone, so that the company can see who he or she is holding a conversation with. Besides, holding all of the Cu wire replaced with fibre optics will greatly increase the telephones capablenesss. This will give us the advantage of directing really big pieces of information over the phone line. The merely thing that we do cognize about the telephone, is that it certainly has come a long manner since its first find by the discoverer Alexander Graham Bell. A adult male who will ever be remembered.

The Odyssey Odysseus Journey Essays

The Odyssey Odysseus Journey Essays The Odyssey Odysseus Journey Paper The Odyssey Odysseus Journey Paper Essay Topic: The Odyssey The Odyssey In Homer’s The Odyssey, Great Odysseus, King of Ithaca, struggles to get home to his wife and kingship for over 20 years. During his absence, suitors try taking the throne of King Odysseus and stealing his wife, Penelope. Throughout his journey, Great Odysseus encounters Circe’s island, the island of Calypso, the island of Polyphemus, and Poseidon’s torture at sea, that slow down his journey getting home; but these moments show his heroism. The first island he encounters is home of the goddess, Circe. Odysseus and his men stop at this island in hope for direction to Ithaca. At this island Odysseus’s men are drugged and turn into pigs. Odysseus does not turn into a pig, because of a drug he obtained from Hermes. Circe sees that Odysseus does not turn into a pig and is shocked. Her excitement shows in (10. 362-366); â€Å"I’m wonderstruck- you drank my drugs, you’re not bewitched! Never has any other man withstood my potion, never, once it’s past his lips and he has drunk it down. † Circe respects Odysseus and invites him to sleep with her. Great Odysseus, being the suave man he is, accepts the invitation under the condition of his crewmembers to be turned back into humans. A year passes by and Odysseus’ men decide that it is time to leave Circe and continue on home. Odysseus has been Circe’s lover for that whole year. (10. 517-522), â€Å"But then, when the year was gone and the seasons wheeled by and the months waned the long days came round again, my loyal comrades took me aside and prodded, ‘Captain, this is madness! High time you thought of your own home at last, if it really is your fate to make it back alive and reach your well-built house and native land. † The son of Laertes can be the one to be blamed. He and his crew stayed on this island, because of Odysseus sleeping with the goddess. He does not think about going home right away. He does not use right judgment. Odysseus’ next moment is at Calypso’s island. Calypso is a lustrous goddess and like Circe, she is in love with Odysseus. Great Odysseus once again becomes the lover of this goddess as well. Hermes is sent to Calypso and demands her to let Odysseus leave this island. However, Calypso gets mad at Hermes, because Hermes tells her she can’t lie with a mortal like Odysseus, but the mortals can. Odysseus spends seven years with Calypso on her island. In Book 5, when Odysseus tells Calypso he is leaving soon, one can see that Calypso and Odysseus were lovers, (5. 248-251), â€Å" Even as he spoke the sun set and the darkness swept the earth. And now, withdrawing into cavern’s deep recesses, long in each other’s arms they lost themselves in love. â€Å" Great Odysseus, again is the person to blame for this moment. Sleeping with another goddess extends the journey once more. The last moment is a mixture. Odysseus takes longer to get home by stopping at multiple islands. He stays at different islands, but not for a long time. One of the important islands he stays at, is the island of Polyphemus, the one-eyed monster. The man of twists and turns escapes the island by stabbing Polyphemus in the eye. (9. 559-662) If any man on the face of the earth should ask you who blinded you, shamed you so-say Odysseus, raider of cities, he gouged out your eye, Laertes’ son who makes his home in Ithaca! † After leaving the island of Polyphemus, the crew battles Poseidon, who always tries to get rid of Odysseus or make him shipwreck most of the time. Poseidon plays a big part in Odysseus’ long journey. Because of Poseidon, Odysseus and his men had to stop at numerous places. The last place Odysseus visits is Scheria, the land of the Phaeacians. Odysseus is not to be seen as the blame of this event. He shows his hubris by stabbing the Cyclops in the eye in order to escape. The blame in this event is Polyphemus and Poseidon. Polyphemus keeps Odysseus and his crew captive. Poseidon slows Odysseus’ journey by torturing him at sea, by shipwrecking them and making them stop at an island. These examples of Odysseus’ journey show Odysseus’ heroism. Beginning with the battle at Troy, it takes Odysseus a total of 20 years of traveling to finally get home. Odysseus faces an army, gods, and goddesses, and still returns home. He stays alive in a war that has been lasting for 10 years. Great Odysseus is a hero from that war. After the war, Odysseus lives while dealing with the punishments of Poseidon and goddesses, such as Circe and Calypso. His heroism is clearly seen throw his brave actions such as: stabbing Calypso in the eye. The most important event of his heroism being shown is when he does return to Ithaca. This shows that he has overcame his ourney and took back what is his, like a real hero should do. The war Odysseus faces, the gods he’s overcome and the islands he’s gotten away from, is an act of heroism. At the island of Circe, Odysseus struggled to leave under the influence of a goddess. Lustrous Calypso is a goddess who is temptatious and deceiving to the eye, Odysseus shows his strength by getting away fr om the goddess and remembering whom he is completing this journey for. The Odyssey is a legendary story that displays a man completing a journey that readers admire as heroic and extraordinary.

Definition and Examples of Preterit(e) Verbs

Definition and Examples of Preterit(e) Verbs In traditional grammar, the preterit(e)  is the simple past tense of the verb, such as walked or said.  In English, the preterit(e) is typically formed by adding the suffix -ed or -t to the base form of a verb. This form is sometimes referred to as the dental preterit(e). The term is usually spelled preterit in American English, preterite in British English. Examples ofPreterit(e) Verbs They  jumped and laughed and  pointed at the solemn guards.(Terry Goodkind, Temple of the Winds, 1997)I removed the crucible from the wire stand and  poured the  silver. Some of the metal ran into the mold, some of it spilled over the outside, and some of it adhered to the crucible.(John Adair,  The Navajo and Pueblo Silversmiths, 1944)We  climbed  the mountain sides, and  clambered  among sagebrush, rocks and snow.(Mark Twain,  Roughing It, 1872)Ben snatched the squash from her, sprinted across the living room, tripped over a toy hed left there and  spilt the  entire contents of the glass over the sofa.(Sarah Morgan,  The Christmas Marriage Rescue, 2015)I ate his liver with some fava beans and a nice chianti.  Ã‚  (Anthony Hopkins as Hannibal Lecter in The Silence of the Lambs, 1991)  During many of the group sessions, the women and I painted, glued, cut, pasted, talked, listened, ate, drank, laughed, cried, and engaged in collaborative processes of ref lection and action.​(Alice McIntyre, Women in Belfast: How Violence Shapes Identity. Praeger Publishers, 2004) Backshifting Tense [Another] use of the preterite shows up in indirect reported speech. Notice the contrast between has and had in this pair. [37i] Kim has blue eyes. [original utterance: present tense][37ii] I told Stacy that Kim had blue eyes. [indirect report: preterite] If I say [i] to Stacy, I can use [ii] as an indirect report to tell you what I said to Stacy. Im repeating the content of what I said to Stacy, but not the exact wording. My utterance to Stacy contained the present tense form has, but my report of it contains preterite had. Nonetheless, my report is entirely accurate. This kind of change in tense is referred to as backshift. The most obvious cases of backshift are with verbs of reporting that are in the preterite, like told or said. (Rodney Huddleston and Geoffrey K. Pullum, A Students Introduction to English Grammar. Cambridge University Press, 2006) The Preterite and the Present-Perfect - [W]ith most verbs the difference between the form of the present perfect and the form of the preterite is slight in present-day English, especially in informal speech, which explains why in a long-term perspective the distinction may eventually be lost. . . . Reference to distinct past time without any obvious kind of anchoring has emerged as an area where usage is far from settled in present-day English. The selection of the preterite in such cases appears to be on the increase . . ..(Johan Elsness, The Perfect and the Preterite in Contemporary and Earlier English. Mouton de Gruyter, 1997)- [T]he systematic marking of perfect aspect in LModE [Late Modern English] has partially relieved the simple Preterite of its burden of indicating past time. Since perfectivity implies the completion of an event prior to the actual time of utterance, a Present Perfect form carries an automatic implication of pastness. The actual point of completion in past time may be very close, as in (18), or vaguely more distant, as in (19). (18) Ive just eaten my dinner.(19) John Keegan has written a history of war. . . . [T]he growing acceptability of the vague degree of pastness in sentences such as (19) indicates that LModE may be starting on the road that led the Perfect to replace the Simple Past in a number of Romance languages. (Jacek Fisiak, Language History and Linguistic Modelling. Mouton de Gruyter, 1997) EtymologyFrom the Latin, to go by Pronunciation: PRET-er-it Also Known As: simple-past tense Alternate Spellings: preterite

Border security issues (week 5) Essay Example | Topics and Well Written Essays - 250 words

Border security issues (week 5) - Essay Example For example, there are those who believe that all it takes is an automatic green light indication by one official, for a truck full of illegal immigrants, weapons or drugs to pass through the border (Payan, 2006). Public corruption in Amexica, stems deep to the point that people know it is difficult to apply for documents like driver’s license, company license, permits and other documents unlike in other parts of United States. According to Kolb (2013), a Fox news journalist, studies show that corruption is on the rise, among the border patrol agents. Illegal immigrants also know that in order to live comfortably and protect their illegal businesses from police intrusion, bribing their way in is the best solution. However, corruption is not only a problem in Amexica because it affects both United States and Mexico (Payan, 2006). Corruption of this kind poses a risk to the social, political and economic prosperity of a country. For example, porous borders have forced investors to hold back in fear of losing their investments, causing a slow economic growth to the areas next to Amexica. Mexican citizens no longer trust in the law enforcers, that is why they live in fear and continue to c ross the border as illegal immigrants. As noted in this discussion, public corruption (PC) ultimately affects everyone whether it is in Amexica, at work or other communities. It raises questions such as: should mandatory jail time only apply to illegal migrants only? Border officials, civil servants and citizens involved in harboring illegal migrants should face the full force of the law. Discipline can only be achieved if law penalties are applicable to all parties involved in corruption. Kolb, J. (Photographer). (2013, Jan 15). Study finds corruption on rise among border agents, rep says security ‘at risk’ [Fox News Channel]. Retrieved from

Calculation Assignment Example | Topics and Well Written Essays - 1000 words

Calculation - Assignment Example The calculations are shown below The incremental revenue is the increased amount of revenue, which is solely linked to the additional revenue generated from the installation of the New ATM machines. The installation is subject to increase in revenue by $300,000 at the end of the first year of installation. Therefore, the amount of $300,000 is shown in year 1. The revenues have shown a constant growth rate of 5% from second year onwards. Therefore, the increased amount of revenues has been incorporated while calculating the cash flows of the project. Therefore, the increase in the Net working capital is subject to the cash outflow. In other words, purchase of inventory increases the current assets and also increases the net working capital of the organization but the increase in inventory requires cash outflow. On the other hand, the reduction in net working capital implies the increase in the cash inflow. The reason is that the increase in current liability implies increase in short term borrowing. The increase in short term borrowing is subject to reduction in net working capital but increase in cash inflow. Therefore, the reduction in net working capital increases the cash inflows, which is then added to the incremental revenues. The net working capital has shown the increasing trend with a constant growth rate of 6%. The incorporation of the growth rate of net working capital increases its value and reduces the incremental revenues by such increased amounts of net working capital. The annual maintenance cost is $10,000 at the beginning of the project and shows the increasing trend with constant growth rate of 5% each year. The incremental cost is then subtracted from the incremental revenues each

Her First Ball Essay Example for Free

Her First Ball Essay My first impression of Leila simply from the first page of â€Å"Her First Ball,† was that she was an innocent girl that wasn’t completely satisfied with her current situation in life. Leila was portrayed as having a weak/inexperienced heart. For example, â€Å"†¦she couldn’t have helped crying because she was an only child, and no brother had ever said ‘Twig? ’ to her† (265), and for the fact that being different from the others bothered her. Despite her innocence and immaturity, she attempts to compose herself and act mature than she is capable of by â€Å"trying not to smile too much; she tried not to care† (265). Her life up to now wasn’t eventful or memorable in any way and she has a desire to cling onto the present/momentary excitement and not let go. â€Å"She would remember forever. It even gave her a pang to see her cousin Laurie throw away the wisps of tissue†¦as a keepsake, as a remembrance† (265), shows her emotions on how she wants to keep hold of every little detail of this first ball. I made the connection of this ball being her first in relation to not only the actual ball, but numerous ‘first times’ down her path of becoming mature. First time interacting with the opposite gender, feeling the lack of maturity amongst the other girls in the ladies’ room and first time in being hit in the head with reality, a frightening image from the fat man that Leila had never considered before, resulting in a somewhat loss of her previous innocence. I was able to relate to Leila’s situation of having missed out on the experiences of the ‘real world,’ such as the comparison between Leila and the Sheridan girls. Having lived in Abbotsford for my entire middle school life, I believe I missed out on experiences that I would have had if I lived out in the city (Surrey), seeing that Abbotsford is relatively an isolated/country city. Although I wasn’t as isolated as having the â€Å"nearest neighbor for fifteen miles† (265), I felt I could relate to Leila’s uncontrollable excitement that she felt while she was taking in her new surroundings. The impactful last sentence of the story, â€Å"She didn’t even recognize him again† (270), I found it almost eerie regarding the fact that it seemed like her memory was wiped blank. I questioned that even though her innocence was already long gone, whether that meant she would have to go through the same horrible process of being hit on the head by reality, as the first time she met the fat man and how she will be able to cope with the shock and sadness she feels every time. Throughout the reading, her style of writing, her word choices portrayed Leila’s perspective of her first ball in a magical/fantasy way. The presentation of a perfectly set up ball, â€Å"she clutched her fan, and gazing at the gleaming, golden floor, the azaleas, the lanterns, the stage at one end with its red carpet†¦how heavenly; how simply heavenly (267)! Every little detail was attractive and well suited to her fantastical desires. Leila was not yet revealed to the somewhat frightening reality that comes along with her magical world that is inevitable.

Hidden Meaning of Shakespeares Othello :: GCSE English Literature Coursework

The play Othello is a tale of jealousy, revenge, and deception. Iago, a disgruntled military officer, in a quest for revenge against Othello, lies, cheats, and bullys everyone around in order to get what he wants. He uses Roderigo, Brabantio, and just about every other character in the play to attain his goal of ruining Othello. This summary is what the play might seem like to the unseeing eye, but to the indepth and trained reader there is more to the story then first appears. To truly understand Othello, or any play for that matter, you have to think about what happened before the play that brought about the situations you read. You have to think about the relationships that existed betweeen all the characters. You have to imagine Roderigos passion for Desdemona, picture Brabantios contempt for Othello, envision the jealousy and distrust that existed between Desdemona and Othello before Iago arrived on the scene. All of those factors were there before Iago put his scheme into action, he didnÕt create the natural tension between all the players. He merely made all of those already dangerous relationships fatal. IÕm not saying that Iago was not at fault in Othello, IÕm just saying that he didnÕt create the scenario, he just ignited it. One of the main factors in Othello is Roderigo, Iagos half witted right hand man. Roderigo is the person who supplies Iago with money, and is also the person who at the end of the book tries to murder Cassio. The reason that he tries to murder Cassio is because Iago convinces him that Cassio is Desdemonas adulterous lover. The reason this angers Roderigo to the point of murder is because he is in love with Desdemona. His desperate and imagined passion for Othellos wife is what ultimately drives him to kill another human being. It may seem at first that Iago made him act how he acted, but his motivation was actually his love for Desdemona. Iago did not ceate Roderigos love for Desdemona, he merely channeled it. You learn of Roderigos love for Desdemona in the first act of the first scene, when Brabantio(Desdemonas father) sees Roderigo outside of his window. The worser welcome. I have charged thee not to haunt about my doors. In honest plainness thou hast heard me say My daughter is not for thee.

Much Ado About Nothing Notes

Much Ado About Nothing—Romantic Comedy * Much Ado about Nothing * Love and War; Love as War—starts with soldiers coming back from war and wanting love; love becomes a battlefield * Young Lovers: Claudio and Hero * â€Å"Not(h)ing† Messina: Confusions of Appearance and Reality * Love and War; Love as War * 1. 1: World waiting for the return of youth and love * Learn of soldiers even before they enter scene: * Youthful Claudio, ll. 12-16 Benedick (older man) introduced by Beatrice, ll. 28-9—he is being introduced by mockery; Beatrice makes the joke and marks her different from the other women in the play—she is loud, jokes about men, able to fight with words, witty, and Benedick is the same way * Beatrice and Benedick’s â€Å"merry war,† ll. 56-9 * Martial world replaced by â€Å"merry† one * What happens when skills necessary for success on the field of battle enter domestic world? * Romantic Couples * Potential Lovers: Claudio a nd Hero (make up the main plot, but some of the least interesting characters in the play—relatively quiet) * Beatrice and Benedick (subplot—more mature, more worldly, and they are much more talkative/interesting) * Claudio and Hero: * Claudio’s first line in play introduces interest in Hero, l. l. 154-70; â€Å"Note†: * To take notice of; to consider or study carefully; to pay attention to; to mark (OED 5. a) * To become aware of; to notice or perceive mentally; to be struck by (OED 5. b) * Claudio and Hero * Nature of Claudio’s love? ll. 278-289 Contrast between affections prior to and post military action * Hesitancy to use the word â€Å"love† * Don Pedro’s plan (ll. 300-312): * Disguise (Pedro says he will disguise as Claudio for the ball and approach Hero) * seduction as military action * World of the Play: Messina * Place of propriety and hospitality: * Disguise, deceit runs rampant through play * Inability to distinguish betwee n appearance and reality predominant feature of life in the world of play 1) â€Å"Not(h)ing† Messina: Confusion of Appearance and Reality 2) Educating Young Lovers: From Appearances to Faith ) Merry Warriors: Beatrice and Benedick * World of the Play: Messina * Gossip—Overhearing, mishearing, and eavesdropping—central to play * â€Å"Nothing† and â€Å"noting†: to take notice of; to consider or study carefully; to pay attention; to mark (OED 5. a) * Pedro’s plan to woo for Claudio sets off chain reaction of misapprehensions: * 1. 2: Antonio tells Leonato that Pedro plans to woo Hero for himself (when in reality, Claudio is trying to woo her) * 1. 3: Borachio overhears Pedro and Claudio discussing plan, tells Don John the Bastard (Don John gets the story right! * 2. 1: Wooing by proxy * Masquerade/Disguise (dance to welcome back the soldiers) * Deceiving Claudio: Don John and Borachio, ll. 155-63 (they pretend he is Benedick) * Claudioâ€⠄¢s soliloquy ll. 164-74 * Does not question what he has been told: â€Å"Tis certain so. † (The prince woos for himself) * Love as impediment to friendship * â€Å"Eye as lover (synecdoche: â€Å"A figure by which a more comprehensive term is used for a less comprehensive or vice versa; as whole for part or part for whole, genus for species or species for genus, etc. (OED)) * Goes simply by what he sees Valediction (or rejection) to Hero * Leonato (Hero’s father) gives Claudio Hero’s hand, ll. 285-299 * Couple silent, must be prompted to speak * Beatrice cues them to speak * Hero is silent: sense of youthful embarrassment or confusion * they are overwhelmed and ignorant * Educating Young Lovers: From Appearances to Faith * â€Å"False† Hero, Take Two: Don John’s spectacle of infidelity * Claudio’s problem with trust, 3. 2. 111-3 * Shame Hero publicly: In plain view of all * 4. 1: Broken Marriage Ceremony * Claudio returns bride to father ll. 29-41: The blush: sign of innocence or experience? * Innocence: â€Å"How could you say these things? † * Experience: â€Å"Busted! † * â€Å"[E]xterior shows† of virtue (39) * He takes it as guilt, not as innocence * He is completely wrong. She is innocent. * Claudio’s second valediction to Hero, ll. 99-107 * speaks to his youthfulness that he is so easily swayed by only outward appearances * Re-educating Claudio * 5. 1: Realization of mis-noting (He is wrong. Learns of Don John’s lies) * 5. 3: Mourning ceremony (spends night at tomb of Hero) * Agrees to marry Hero’s cousin without seeing or knowing her. Claudio publicly retracts slander ll. 3-10 * In death, shame transformed into fame (Hero has become a hero through death) * Night gives way to dawn (shifts from grieving to hope; cover of darkness or confusion to a wrapping up of the play) * 5. 4: Hero’s â€Å"Resurrection† * Scene re-works and reverses 2. 1 (masked ball): women’s identities concealed by masks * Ceremony corrects Claudio’s initial error, in which he identified and valued Hero by outward signs * Merry Warriors: Beatrice and Benedick * Beatrice: â€Å"I pray you, is Signor Montanto returned from the wars of no? (1. 1. 28-9) * Opening exchange between host and guests takes bawdy turn, ll. 90-106 * Joking suggests male suspicion of female sexual inconstancy * Doubting Women’s Constancy * â€Å"A woman’s gentle heart, but no acquainted / With shifting change, as is false women’s fashion† (Sonnet 20, 3-4) * Cuckold, ry: â€Å"A derisive name for the husband of an unfaithful wife† (OED 1) * Idea that deceived husband would grow horns which would reveal him to his community as a dupe of his wife and her lover * Fear of Being Cuckolded Horns (bovine rather than antlers) associated with visibility: make things seen * Cuckold is emasculated, not merely by having his place taken by another, but i n being rendered vulnerable to representation * Husband becomes spectacle of ignorance to all around him * Verbal Energy of Warring Words * Public protestations against love: * Benedick vows to live as bachelor 1. 1. 227-256 * Beatrice against falling in love 2. 1. 5-17, 40-60 * Shared sentiments (and wit) mark Beatrice and Benedick as suited for one another * Gender and Speech Claudio on match with Hero 1. 1. 278-80 * Marriage as alliance * Economic concerns bind women * Parental (patriarchal—seems like there are only dads in Shakespeare’s plays) desires seem to govern women’s speech * Gulling the Reluctant Lovers * to pass the time prior to the wedding of Hero and Claudio, Don Pedro Proposes another theatrical interlude (trick) 2. 1. 342-366 * Tricking couple involves making them a spectacle, a form of comedic entertainment without their awareness * Matching Beatrice and Benedick involves form of structural cuckolding * 2. : Men â€Å"Hunt† Benedick * T ricksters pretend to speak truth, while Benedick â€Å"notes† their conversation (so he can listen in on their conversation) * Men describe Beatrice’s suffering from unrequited love, ll. 87-119 * to gull: to make a gull of ; to dupe, cheat, befool, â€Å"take in:, deceive (v. 3, def. 1) * Leonato’s authority and Hero’s virtue convince Benedick of â€Å"truth† * Benedick transformed, ll. 210-33 * Enumeration of Beatrice’s virtues contrasts Claudio’s interest in appearance * Converted into lover: â€Å"for I will be horribly in love with her† (l. 23) * 3. 1: Women Snare Beatrice * Actresses follow Don Pedro’s script (? —are they actually following the script) * Silent Hero? ll. 34-36, 47-56, 60-70, 72-80 * Focus on Beatrice’s faults rather than Benedick’s virtues * Beatrice to temper her voice to Benedick’s wishes, ll. 107017) * New Alliances: Repudiation scene (4. 1) * All doubt Hero but witty lovers (Beatrice and Benedick) * Beatrice tests Benedick’s love, ll. 262-289 * â€Å"Kill Claudio† (288)

Learning Disabilities Essay

Puzzling is the term teachers use to describe students with learning disabilities.   They tell us that these students look entirely normal, seem intelligent, carry on intelligent conversations – that they don’t appear to any different than other students. Yet these students have difficulty doing certain tasks – not all- in school.   Some have difficulty reading; others perform poorly in spelling; still others make frequent mistakes in math.   Teachers in many schools tell us that these students are very hard to teach – that they simply do not learn in the same ways or as easily as others their age.   They tell us that these students have special needs and are not easy to teach in large classes in which most other students perform reasonably well.   They tell us that modifying instruction so that these students can profit from teaching is an intricate process. Because of the heterogeneous nature of this group of children, the concept of specific learning disabilities has been hard to define or describe in few sentence or by a numerical score such as an IQ or by a decibel loss. Furthermore, because the field has been of interest to educators, psychologists, psychiatrists, neurophysiologists, pediatricians, ophthalmologists, optometrists, speech pathologists, and others, the problem has been viewed in each of those disciplines from different perspectives. Hence there is really the need for several definitions for learning disabilities and thus we can conclude that its definition is defined in â€Å"case to case† basis. Definition of Learning Disabilities Historically, the following terms were used to name children with Learning disabilities: ââ€"   perceptually handicapped ââ€"   brain injured ââ€"   neurologically impaired Then, there came two broad aspects of concern in defining and or identifying those children: biological etiology- â€Å"minimal brain dysfunction†, psychoneurological learning disorders. behavior – â€Å" developmental disparity in psychological processes†, developmental imbalance† The definition of learning disabilities in an educational term has derived its heritage from: ââ€"   neurology ââ€"   psychology ââ€"   speech pathology ââ€"   ophthalmology ââ€"  Ã‚   remedial reading      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Wiederholt (1984) has traced the history of Learning disability and has delineated three dimensions of disorders namely: (1) disorders of the spoken language studied primarily by neurologists and ophthalmologists such as; ââ€"   Samuel Kirk developed a test, the Illinois Test of Psycholinguistic Abilities, for use in describing language functioning and developing remedial programs. disorders of written language represented mostly by psychologists, speech pathologists, and educators such as; ââ€"   Grace Fernald established a clinic at UCLA where she perfected remedial reading and spelling techniques. disorders of perceptual and motor behaviors studied mostly by a number of disciplines such as; ââ€"   Goldstein, Werner and Strauss as pioneers of the field which listed the following behavioral characteristics that differentiated between those with and those without brain injuries: excessive motor activity, hyperactivity, awkwardness and consistently poor motor performance, erratic behavior, poor organization, high distractibility and faulty perceptions (like reversals) and ââ€"   Samuel Orton was a neurologist who believed that lack of cerebral dominance was a cause of language disorders. (In normal individual either the left or right side of the brain has dominance in controlling specific functions.) ââ€"  Ã‚  Ã‚   Cruickshank focused his efforts on the study of brain-injured children, specifically children with cerebral palsy. ââ€"   Getman, Marianne Frostig, Newell Kephart, and Ray Barsch focused on the correlation of perceptual disorders and developed remedial procedures ranging from optometric eye exercises, tracing and copying patterns, and differentiating figure from background in a puzzle, to making angels in the snow.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Today, there are various provinces in Canada that have established programs for learning disabilities which was instituted for example by ââ€"   The Ontario Ministry of Education ââ€"   Saskatchewan Department of Education ââ€"   Halifax Board of Education and ââ€"   Quebec Ministry of Education But the most widely used definitions is the one incorporated by the Learning Disabilities Association of Canada or LDAC (2002) which state that, the term â€Å"Learning Disabilities refer to a number of disorders which may affect the acquisition, organization, retention, understanding or use of verbal or nonverbal information. These disorders affect learning in individuals who otherwise demonstrate at least average abilities essential for thinking and/or reasoning. As such, learning disabilities are distinct from global intellectual deficiency. Learning disabilities result from impairments in one or more processes related to perceiving, thinking, remembering or learning. These include, but are not limited to: language processing; phonological processing; visual spatial processing; processing speed; memory and attention; and executive functions (e.g. planning and decision-making)†. Further, LDAC mentioned that learning disabilities range in severity and may interfere with the acquisition and use of one or more of the following: oral language (e.g. listening, speaking, understanding); reading (e.g. decoding, phonetic knowledge, word recognition, comprehension); written language (e.g. spelling and written expression); and mathematics (e.g. computation, problem solving). Further, the U.S. Department of Education regulation further states that a student has a specific learning disability if: the student does not achieve at the proper age and ability levels in one or more of several specific areas when provided with appropriate learning experiences; the student has a severe discrepancy between achievement and intellectual ability in one or more of these seven areas: (a) oral expression, (b) listening comprehension, (c) written expression, (d) basic reading skill, (e) reading comprehension, (f) mathematics calculation, and (g) mathematics reasoning. To summarize, all these definitions of learning disabilities, it includes the following major concepts: The individual has a disorder in one or more of the basic psychological processes.   Ã‚  Ã‚   (These processes refer to intrinsic prerequisite abilities, such as memory, auditory   Ã‚  Ã‚  Ã‚   perception, visual perception, oral language, and thinking.) The individual has difficulty in learning, specifically, in speaking, listening, writing, reading (word-recognition skills and comprehension), and mathematics (calculation and reasoning.) The problem is not primarily due to other causes, such as visual or hearing impairments; motor handicaps; mental retardation; emotional disturbance; or economic, environmental, or cultural disadvantage. A severe discrepancy exists between the student’s apparent potential for learning and   Ã‚  Ã‚  Ã‚   his or her low level of achievement.   In other words, there is evidence of   Ã‚  Ã‚  Ã‚   underachievement.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The various definitions of learning disabilities have several elements in common: neurological dysfunction uneven growth pattern difficulty in academic and learning tasks discrepancy between potential and achievement exclusion of other causes Identification of Learning Disabilities In identifying individuals with learning disabilities, the following common characteristics must be observed: ââ€"   Disorders of attention: Hyperactivity, distractibility, poor concentration ability, short attention span; ââ€"   Poor motor abilities: Poor fine and gross motor coordination, general awkwardness and clumsiness, spatial problems; ââ€"   Perceptual and information processing problems: Difficulty in discrimination of auditory and visual stimuli, auditory and visual closure, and sequencing; ââ€"   Oral language difficulties: Problems in listening, speaking, vocabulary, and linguistic competencies; ââ€"   Failure to develop and mobilize cognitive strategies for learning: Lack of organization, active learning set, metacognitive functions; ââ€"   Reading difficulties: Problems in decoding, basic reading skills, and reading comprehension; ââ€"   Written language difficulties: Problems in spelling, handwriting, and written composition; ââ€"   Mathematics difficulties: Difficulty in quantitative thinking, arithmetic, time, space, and calculation facts; and ââ€"   Inappropriate social behavior: Problems in social skills deficits, emotional problems, and establishing social relationships. There are also other practical classification schemes that are useful: (1) the academic learning disabilities ( reading, arithmetic, handwriting, spelling, and written expression) (2) the developmental learning disabilities: ( attention, memory, perceptual skills, thinking skills, and oral language skills) A somewhat more systematic way to look at characteristics of students with learning disabilities is to look at those factors referenced in screening devices.   The following outline reflects the types of difficulties often observed in learning disabled students: (1) significantly different classroom behaviors difficulty in beginning or finishing tasks difficulty in organizing inconsistent in behavior difficulty in peer relationships (2) significantly below-average performance in auditory comprehension and listening difficulty in following directions difficulty in comprehending or following class discussions inability to retain information received aurally difficulty in understanding or comprehending word meanings (3) significantly below-average performance in spoken language use of incomplete sentences or unusual number of grammatical errors use of immature or improper vocabulary or very limited vocabulary difficulty in recalling words for use in self-expression difficulty relating isolated facts, scattered ideas difficulty in relating ideas in logical sequence (4) significant academic problems difficulty in reading fluency difficulty in associating numbers with symbols incorrect ordering of letters in spelling confusion of manuscript and cursive writing avoidance of reading confusion of math concepts – addition, multiplication (5) orientation difficulties poor time concept, no grasp of meaning of time difficulty in â€Å"navigating† around building or school grounds poor understanding of relationships (big, little, far, close, under, on, near) inability to learn directions (north, south, left, right) motor disabilities or significant underdevelopment for age poor coordination very poor balance awkward, poorly developed manipulative or manual dexterity lack of rhythm in movements III. Intervention for Learning Disabilities. This knowledge of the characteristics of learning disabled students is one basis for intervention. Thus, we have seen that children with learning disabilities compose quite a diverse group.   It should be no surprise then to find that the teaching and strategies approaches designed to help those children are also quite a diverse. But it is possible to cluster the various approaches into three broad educational strategies: task training, in which the emphasis is on the sequencing and simplication of the task to be learned. ââ€"   Ysseldyke and Salvia (1984) have advanced tow theoretical models namely: (a) analyzing the child’s abilities and disabilities and (b) analyzing the task and the direct training of the terminal behavior or task. This view is supported by behavioral analysts who advocate (1) finding out what the child can and cannot do in a particular skill, (2) determining whether or not the child has the behaviors needed to succeed in the task, (3) defining the goals in observable terms, and (4) organizing a systemic remedial program using reinforcement techniques. The applied behavior analysts do not infer processes or abilities that underlie difficulties but rely solely on the child’s interactional history and the current behavior and environmental situation.   They feel that their approach, which is task oriented and observable, is the most parsimonious approach, and to some it is the only approach needed. ability or process training, in which the focus is on the remediation and simplification of the task to be learned. Quay (1983) discussed the relative efficacy of ability or process training.   He stated that three approaches to remediation have evolved: (1) remediating a disability so that learning will be facilitated at a later date, (2) training and ability or process for its own sake, and (3) direct training of the task.   He concludes that the direct instruction method (task training) should be tried first and then discarded in favor of other methods if direct instruction is not successful. ability – or process-task training, in which the first two approaches are combined and integrated into one remedial program. Raschke and Young (1986) support this approach.   They compared the behavior – analysis model with the diagnostic-prescriptive model. They state that neither approach alone has the answer and propose what they call a dialectic-teaching approach into one system. Essentially the model assesses the abilities and disabilities of the children (intraindividual diffences), makes task analyses of the skills to be learned, and prescribes remediation in the functions and skills to be developed. This dialectic system they maintain â€Å"permits the teacher to assess, program, instruct, and evaluate the child’s psycholinguistic characteristics in the same system as his skill competencies and consequential variables†. Hence, the task of developing a definition of learning disabilities proved to be a formidable challenge.   Indeed, defining this population is considered such an overwhelming task that some have likened learning disabilities to Justice Potter Stewart’s comment on pornography: impossible to define, â€Å"but I know it when I see it.† Thus, defining learning disabilities in a way acceptable to all has continued as a debatable issue since the inception of the field.   Although a number of definitions have been generated and used over the years, each has been judged by some to have some shortcomings.  Ã‚   There are many types of disabilities, each of which may require a unique diagnosis and a unique remedial method. POSITION PAPER   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The definitions of learning disabilities are numerous and so varied that it is difficult to present taxonomy or even a specific list of these different definitions.   The definition of learning disabilities is a problem in much of the nations throughout the world. This problem first came out when some parents in the United States became concerned because their children who were not learning in school were rejected from special education since they were not mentally retarded, deaf or blind, or otherwise handicapped.   Their children were called by various names such as; neurologically handicapped, brain-injured, aphasodic, dyslexic, and perceptually handicapped. In spite of its current widespread use, the term learning disability is vulnerable to misunderstanding and misuse. The condition is difficult to define operationally since the designation learning disability is an umbrella term for a variety of deviations that are not included in traditional categories of exceptional children. Also it has been confused with general learning problems that are common to some degree in most children. In addition, it has been misused to include educational retardation, which is found in slow learning children and in children who have not learned because of poor teaching or absence from school. Another vulnerability of the term comes from the difficulty in drawing an explicit line between normal and abnormal.   Some allowances must be made for biological and psychological diversity, and considerable variation in abilities is accepted as normal. So, the question now is, â€Å"If there are objections to the term learning disabilities, why use it?   Why not use some other term? Well and good, if a better term can be found.   Other terms are either too specific or too broad.   Dyslexia for example, only refers to severe reading disability and it is not the only learning disability.   Brain injury has little or no educational relevance.   Perceptual handicaps exclude children with language disorders. Hence, the label learning disability has evolved to encompass the heterogeneous group of children not fitting neatly into the traditional categories of handicapped children. And that, substantial number of children show retardation in learning to talk, do not acquire other communication skill, do not develop normal visual or auditory perception, or great difficulty in learning to read, to spell, to write, or to make arithmetic calculations. Some of them even, are not receptive to language but are not deaf, some are not able to perceive visually but are not blind, and some cannot learn by ordinary of method of instruction but are not mentally retarded. Although such children are from a heterogeneous group and fail to learn for diverse reasons, they have one thing in common: they do not perform as well in school as they could. Discussing the problem and the difficulties of names for these children, Kirk (1963) explained that sometimes classification labels block our thinking. He further stated that it is better to state that a child has not learned to read than to say the child is dyslexic. So he advised that the name should be functional.   He suggested further that since the parents were interested in service to their children, it might be preferable to use a term related to teaching or learning and that the term learning disability might be preferable over the currently used terms such as cerebral function and brain injured. The term learning disabilities were agreed by these parents and they consider it more appropriate since it implied teaching and learning and since they were interested primarily in service for their children. So, one of the major problems of definition is that a learning disability is not as obvious or homogenous as blindness or deafness. There are many types of disabilities, each of which may require a unique diagnosis and a remedial method may vary differently from another condition also termed a learning disability. It is no wonder that many students, teachers, and parents have become confused about the term learning disability and the characteristics of children so labeled. This confusion appears to be international and is illustrated by the remarks of a teacher who, in testifying to a government committee studying the subject (Learning Difficulties in Children and Adults, 1986), stated:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   I find myself asking the following questions:   What does the term â€Å"learning difficulty† mean?   Does the term â€Å"learning difficulty† mean the same as â€Å"learning disability†? How about the term â€Å"dysfunction†? What does the term â€Å"minimal brain dysfunction† mean? Do they all mean the same? Certainly, all these labels are not necessary, or are they? Does labeling a child with learning problems create more problems? It all becomes a bit confusing†¦The terminology changes often, varies from state to state and from country to country. Out of these definitions, came my own definition of learning disability: Learning disability describes a result rather than the cause of the learning disability.   Therefore, the conditions we call a learning disability is defined in terms of the student’s difficulties – what he can and cannot do in school – and focuses primarily on the academic performance.   So, one cannot be labeled as learning disabled if he has not yet started formal schooling as the label learning disabled indicates that a student is having unusual learning difficulties and involves speculations to possible causes, but it specifically indicates that the primary cause cannot be a condition such as mental retardation, hearing or visual impairment, and so on. Learning disabilities should be identified in the formal school context. Thus, preschoolers should not be labeled as learning disabled as growth rates are so unpredictable at young age,   In addition, very young children who appear to have problems may be identified under a noncategorical label, such as developmentally delayed.   For many children, learning disabilities first become apparent when they enter school and fail to acquire academic skills.   The failure often occurs in reading, but also happens in mathematics, writing, or other school subjects.   Among the behaviors frequently seen in the early elementary years are inability to attend and concentrate; poor motor skills, as evidenced in the awkward handling of a pencil and in poor writing; and difficulty in learning to read.  Ã‚  Ã‚  Ã‚   In the later elementary years, as the curriculum becomes more difficult, problems may emerge in other areas, such as social studies or science.   Emotional problems also become more of an impediment after several years of repeated failure, and students become more conscious of their poor achievement in comparison with that of their peers.   For some students, social problems and inability to make and keep friends increase in importance at this age level. A radical change in schooling occurs at the secondary level, and adolescents find that learning disabilities begin to take a greater toll.   The tougher demands of the junior and senior high school curriculum and teachers, the turmoil of adolescence, and the continued academic failure may combine to intensify the learning disability.   Adolescents are also concerned about life after completing school.   They may need counseling and guidance for college, career, and vocational decisions.   To worsen the situation, a few adolescents find themselves drawn into acts of juvenile delinquency.   Because adolescents tend to be overly sensitive, some emotional, social, and self-concept problems often accompany a learning disability at his age.   Most secondary schools now have programs for adolescents with learning disabilities. Many teachers in Canada suggested that we abolish the label learning disability, and merge it with the emotionally disturbed and the educable mentally retarded and only deal with the child from an instructional point of view by defining learning tasks so that they can be taught step by step.   I strongly opposed with this suggestion.   Though maybe it is possible for the child with severe learning disability, but this approach is not sufficient to mild learning disabilities students. This is one of the greatest sources of controversy about the identification issues. The question of how much academic and learning retardation is evidenced before an individual should be identified as learning disabled.   Aside from identifying children with learning disability, it is very important to judge the extent of a child’s learning disability as either mild or severe.   Determining the level of severity is helpful in placement and in planning teaching delivery.   I strongly suggest that students with mild learning disabilities should be given different remediation from those of students who have severe learning disabilities. At this point, it is very crucial to differentiate the two cases.   Mild learning disabilities describe the problems of many students.   Students with mild learning disabilities usually have a disability in just one or two areas of learning, and although they need supportive help and special teaching, they can probably get along – at least for part of the day – in the regular classroom. So, within the regular classroom, the regular teachers should often make changes in instruction that will benefit these students. On the other hand, students with sever learning disabilities pose a very different problem and they require quite different educational services.   These students are likely to lag significantly in several areas of learning and to have concomitant social, emotional, or behavioral problems.   They need the environment of a special classroom, should contact mainly with one teacher, and should be given special services for most of the day.   Because of the intensity of their problems, the special class should be given fewer students than the regular classroom.   I suggest the 1:3 teacher to student ratio is the best to maximize and hasten the remediation process.   However, students with severe learning disabilities can gradually be mainstreamed for special subjects or activities or placed in the resource room, or even back in the regular classroom as their progress permits.   Because of these definitions; teachers, guidance councilors, and other school personnel, play the biggest role in identifying, diagnosing, remediating or treating this kind of disability within the school context.   So any teaching/service delivery should best meet the requirements needed to serve properly learning disabled students within the regular classroom.   Hence, learning disabled students should be treated or given remediation within the given school context with the greatest help of the regular classroom teacher but the guidance of the learning disabilities specialist.   So, it is implied that each school should have a learning disabilities specialist. With this, a change in the administrative arrangements for the placement for instruction of children with learning disabilities is a must.  Ã‚   It is important to take note that in the past, the rapid growth of special education was in the direction of removing atypical children from the mainstream of regular classroom and placing them into special education programs. Even the regular education supported this movement which maybe because the responsibility of educating children with a variety of learning problems is transferred to the domain of special education, and that would really lighten the work load of regular teachers.  Ã‚   But that should not be the case and I do not support that movement. The trend should be reversed and all students with learning disabilities should be brought back into the regular classroom with the regular students and in the hands of the regular teacher with the help of the learning disabilities specialist.     Ã‚  A number of movements and researches support this claim. The influential movement that supports this claim is the REI or the regular education initiative led by Madeline Will, the director of special education in the U.S. Office of Special Education in 1986.   She stated that this initiative is designed to promote collaborative efforts among regular and special educators and â€Å"shared responsibility† (Will, 1986).   In this initiative, regular and special educators were encouraged to pool their talents and coordinate their efforts in planning and teaching.  Ã‚   I greatly support this initiative as the underlying premise of this concept is that student’s learning disabilities can be more successfully taught in the regular education classroom than in special education classes or resource room. By promoting the merging of special and regular education, the regular education initiative reflects a major change in the way students with learning disabilities are identified, assessed, and educated. The approach is supported by many special educators (Lloyd, Singh, & Repp, 1991; Maheady & Algozzine, 1991; Biklen & Zollers, 1986; Greer, 1988; Reynolds, Wang & Walberg, 1997).     Ã‚  A specific example is, more than fifty years ago, Samuel Kirk, in his presidential address to special educators, emphasized that all teachers (regular and special educators) have the responsibility for teaching learning disabled children.   Kirk implored that â€Å"every teacher †¦ is a teacher of learning disabled children† (Kirk, 1941).   He further wrote the following: Actually the education of exceptional children is not wholly the responsibility of any one group of teachers †¦. It is hoped that in the future all special class teachers will not only be responsible for the education of children in their classroom, but will take on the added responsibility of contributing their knowledge and special skill to the regular classroom teacher †¦ who (has0 many learning disabled children in (the) classroom. (Kirk, 1941) In 1968, Lloyd Dunn wrote an influential article about the benefits of having special educators work with regular teachers in serving learning disabled children (Dunn, 1968). Another view to change the administrative arrangement in special education is to group children with different disabilities together for instruction.   This categorical system in special education historically evolved as the field of special education developed.   Each category of disability (such as visual impairment, hearing impairment, mental retardation, orthopedic disabilities, speech disorders, emotional disturbance, and learning disabilities) became established individually over the years when there was sufficient interest in that particular area of exceptionality.   This concept emphasizes the common characteristics among students with disabilities and the common instructional methods for teaching students with various disabilities.   In this system, students with learning disabilities, behavior disorders, and mental retardation are often grouped together. Some parents and special educators are concerned that children with learning disabilities might be lost in the shuffle of this kind of placement, if such classes become a dumping ground for students with a variety of unrelated problems.   The resulting diversity of learning and behavior problems would impede teachers in helping students with learning disabilities. But this view is also opposed by a number of authors and has even provoked unusual levels of confusion, emotion, and debate within the special education community (Jehkins & Pious, 2001).   Moreover, other special educators and parents, express concern regarding the regular education initiative movement and caution that more study is needed before making full-scale and far-reaching changes in procedures and policies that will affect the lives of students with learning disabilities (Lloyd et al., 1991; Journal of Learning Disabilities, 1988; Cannon, 1988; Kaufman, Gerber, & Semmel, 1998; McKinney & Hocutt, 1988, Lerner, 1997). But these opposing views have no substance and should be disregarded altogether.   Fuchs & Fuchs (2000) have conducted research on the perceptions of and attitudes toward the regular education initiative among both regular and special educators.   These studies suggest that neither regular nor special education teachers are dissatisfied with the current special education delivery system.   In fact, the teachers favored the resource room model over the consultant model.   Many of the teachers saw no improvement in the achievement levels for either special or regular education students as a result of the regular education initiative reforms.   The success of the initiative depends on the support of regular and special teachers (Semmel, Abernathy, Butera, & Lesar, 1991; Coates, 1989).   Moreover, the research prove that merely shifting the responsibility from the resource room teacher to the regular or a consultant is not enough to ensure the success of the reform. Hence, major policy changes in regular education profoundly affect students with learning disabilities.   Several recent national study commissions on the poor quality of schools serving the learning disabled students.   It is my fear that, most school’s pursuit for academic excellence standards will left behind students with learning disabilities – or they will be the losers.   Being unable to meet the educational standards set by the pursuit-of-excellence movement, some students with learning disabilities will be denied a high school diploma and thus be denied the opportunity to complete their schooling.   Further, if regular teachers are held accountable for the academic excellence of their students, they will be reluctant to accept the responsibility for hard-to-teach students.   Some special educators predict that the push for excellence may serve to widen the schism between regular and special education (Pugach & Sapon-Shevin, 1997). Hence, it is my challenge to educators and healthcare professionals to undergo another education reform movement where school curriculum requirements for the learning disabled should be added to the current curriculum standards for the regular students. So in this recommendation for curriculum changes, a greater consideration should be given for the learning disabled students.   But this should be within the context of the regular education curriculum. This approach is same with the integration of regular and special education.   Some special educators also are now urging that the integration process should be taken much further – that the current special education system should be drastically restructured and that regular and special education should be merged into a single system (Kauffman & Trent, 1991).   Such educators cite several reasons for changing the current system.   Special education, they maintain, is not effective when it occurs outside of the regular classroom.   In addition, the physical separation of students with disabilities is demeaning and degrades instruction.   These special educators maintain that integrated special education is more effective than separate programs. So the delivery options for teaching students with learning disabilities should also include regular classes and resource room classes.   This approach is concomitant to the observation that successful adults with disabilities have learned to function comfortably in society as it exists – an unrestricted environment composed of all people.   To promote experiences in the greater society, it must be ensured that, to the extent appropriate, students with disabilities should have experiences in school with regular (or non-special education) students. Since society includes the family, parents too should not be forgotten as an important element in the entire complex.   Parents are a vital component in the student’s education. These parents of children with learning disabilities need help in accepting their situation.   Mental health professionals should help make parents be aware that the problem must be faced both by the child and by other members of the family.   In addition to an honest acceptance of the disability, there must be recognition that improvement is often a slow process. So any approach concerning children with learning disability should establish healthy parental attitudes and ensure parent-teacher cooperation is of course, very necessary.   Parent support groups and family counseling are effective in assisting parents understand their children and their problems and in finding ways to help their children within the home.   In addition, parent-teacher conference can become a bridge between the home and school and can involve parents in the educational process. Learning disabilities is now at a crossroads, as it seems to have been throughout its thirty-year history.   Many innovative ideas are only in their beginning stages and will develop more fully in the years to come. The approach I suggested as discussed in this paper is one of those ideas.   It is very important for this approach that more students with learning disabilities are served through regular education.   In addition, there should be more collaboration between special and regular educators.   A consequence of all of these shifts is that the responsibilities of learning disabilities teachers will change to meet the new demands. References Bush, W., and Giles, M.(1979).   Aids to Psycholinguistic Teaching. Columbus,   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Ohio: Charles E. Merrill. Clements, S. (1986). Minimal Brain Dysfunction in Children.   Public Health   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Service Publications. Department of Health, Education, and Welfare:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Washington, D.C. Dunn, L.M. nad Smith J.O. (1987). Peabody Language Development Kits. Levels   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   P, I.II.III. Circle Pines, Minn.: American Guidance Service. Fernald, G.M. and Keller, H. (1971), â€Å"The Effect of Kinesthetic Factors in the   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Development of Word Recognition in the Case of Non –Readers.† Journal of   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Educational Research 4:355-357. Getman, G.H. (1985). â€Å"The Visuo-Motor Complex in the Acquisition of Learning   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Skills.† Learning Disorders, Volume 1. Seattle: Special Child Publications Gellingham,A. and Stillman B. (1986). Remedial Training for Children with   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Specific Disability in Reading, Spelling, and Penmanship, 5th ed. Cambridge,   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Mass: Educators Publishing Service. Hegge,T., Kirk,S. and Kirk, W.(1986). Remedial Reading Drills.   Ann Arbor,   Ã‚  Ã‚  Ã‚  Ã‚   Mich.: Geroge Wahr. Hirsch,E. (1983). â€Å"Training of Visualizing Ability by the Kinesthetic Method of   Ã‚  Ã‚  Ã‚  Ã‚   Teaching Reading.† Unpublished master’s thesis. University of Illinois. Karnes,M., Zehrbach, R. and Teska, J. (1984). â€Å"The Karnes Preschool Program;   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Rational Curricular Offerings and Follow up Data.   Report on Longitudinal   Ã‚  Ã‚     Ã‚  Evaluations of Preschool Programs, vol. 1: 95-108. Kirk, S.A. (1963).   â€Å"Behavioral Diagnosis and Remediation of Learning   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Disabilities.† In Proceedings of the Conference on Exploration into the   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Problems of the Perceptually Handicapped Child.   Chicago: Perceptually   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Handicapped Children. Kirk, S.A. and Elkins, J. (1985) â€Å"Characteristics of Children Enrolled in the Child   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Service Demonstration Centers.†Ã‚   Journal of Learning Disabilities 8: 630-637. Learning Difficulties in Children and Adults. (1986). Report of the House of   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Representatives Select Committee on Specific Learning Difficulties. Lombardi, T.P., and Lombardi, E.J. (1987).   ITPA: Clinical Interpretation and   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Remediation. Seattle: Special Child Publication. Minskoff, E.D., Wiseman, and Minskoff J. (1985). The MWM Program for   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Developing Language Abilities. Ridgefield, N.J.: Educational Performance   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Associates. Orton, S.J. (1978). â€Å"Specific Reading Disability – Strphosymbolia.† Journal of the   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   American Medical Association 90:1095-1099. Spalding, R.B.AND Spalding W.T. (1987). The Writing Road to Reading.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Morrow: New York. Strauss, A.A. and Lehtinen. (1987). Psychopathology and Education of the Brain-   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Injured Child, vol. II. New York: Grune and Stratton. Weiderholt, J.L (1984).†Historical Perspectives on the Education of the Learning   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Disabled.† In L. Mann and D.A. Sabitino, eds. The Third Review of Special   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Education.  Ã‚   Philadelphia: JSE Press.

How to Score a Six Figure Trucker Payday!

How to Score a Six Figure Trucker Payday! Whatever your reasons are for becoming a truck driver, it’s obvious what one of your goals is while working as one- to get paid! Every truck driver worth his steering wheel dreams of earning a monster paycheck while driving the open road. Want a six-figure annual salary? Keep reading- AllTruckJobs.com helps you map out a route to your dream payday:HustleTruckers aren’t afraid to hustle, which often means working long hours and extra shifts whenever possible. Not only will this up your take-home pay, it’ll make you more valuable to your employer- a great bargaining chip to have when negotiating a pay raise.Be FearlessTake the jobs no one else will take- they pay more for a reason! Jobs that come with an added payload, namely danger, also come with more money. If you’re willing to haul cargo across treacherous icy roads or through dangerous, war-torn countries, you can put yourself in a position to make those six-figures.Be a BossBuy your own rig, become an owner-operator, and you can expect to pull in over six figures. But don’t forget that as an owner you’re also responsible for all associated costs, like rig maintenance, which might eat into your bottom line.Here’s the deal: Earning a six-figure salary as a trucker isn’t going to be easy, especially considering that the average salary is just about half of that ($49,000 in 2014). But where there’s a will, there’s a way!The Road to Riches: How to Earn Six Figures in Truck DrivingRead More at www.alltruckjobs.com

A Dozen Nonnumerical Words for Quantities

A Dozen Nonnumerical Words for Quantities A Dozen Nonnumerical Words for Quantities A Dozen Nonnumerical Words for Quantities By Mark Nichol The English language has, well, a number of words that denote specific or approximate quantities that are themselves not numbers. This post lists and defines a dozen of those words. 1. brace: two, in reference to identical objects 2. century: primarily denotes 100 years, but occasionally used, especially in the context of competitive racing, to refer to something consisting of 100, as in a 100-mile race 3. couple: two, though loosely refers to a few of something 4. decade: primarily denotes 10 years, but occasionally refers to ten of something 5. dozen: twelve (a half dozen, or half a dozen, is six, and a baker’s dozen is thirteen, from the notion that a baker would include an extra item in a batch of twelve so as not to be accused of short-changing a customer) 6. duo: two, in reference to people engaged in an endeavor together, as in musical performance (other words denote three or more people in the same context: trio, quartet, etc.) 7. grand: slang for â€Å"1,000† 8. gross: 144, or twelve dozen 9. large: slang for â€Å"1,000† 10. myriad: originally, ten thousand, but now loosely refers to a very large quantity 11. pair: two, often in reference to identical objects 12. score: twenty Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:Program vs. ProgrammeAmong vs. Amongst20 Classic Novels You Can Read in One Sitting

MASS MEDIA ASSIGNMENT (Sociology) Example | Topics and Well Written Essays - 1250 words

MASS MEDIA (Sociology) - Assignment Example These types of advertisements frequently make appeals to dark humor as a means of both gaining attention and delivering a specific message that their product or service is uniquely suited to answer. The message is embedded within the rhetoric of the visual and textual elements of the ad. To examine how rhetoric is used in advertising, an ad from the Northern Bariatric Surgery Institute that promotes weight loss with seeming emphasis on delivering a social message will be examined for its intended and perhaps unintended output. There are two basic approaches advertisers might take to the development of their ad -- first, to present a social message for the overall benefit to society with their product or service taking a modest interest through the presentation of a logo or title somewhere on the page and second, to present the product or service as the main focus of the ad with social responsibility considered secondary or not at all. Whether we acknowledge it or not, there is a grea t deal of truth behind the statement that we are what the media tells us we are. â€Å"Much of what we share, and what we know, and even what we treasure, is carried to us each second in a plasma of electrons, pixels and ink, underwritten by multinational advertising agencies dedicated to attracting our attention for entirely nonaltruistic reasons† (Twitchell, 1996: 468). In working to create the ultimate ad, many advertisers forget to consider the unintended impacts their message might have on the greater social front. â€Å"Broadly speaking, the media exist in a very close, sympathetic relationship to power and established values. They favor a consensus view of any problem: they reflect overwhelmingly middle class attitudes and experience† (Hall, 1974). Subtle clues embedded within the action or image of an advertisement such as this one can change the way people interpret and react to specific behaviors such as overeating. This ad is focused on the problem of obesit y and relies mostly upon a dominant image to impart its message. â€Å"Inductive reasoning takes a specific representative case or facts and then draws generalizations or conclusions from them. Inductive reasoning must be based on a sufficient amount of reliable evidence, in other words the facts you draw on must fairly represent the larger situation or population† (Weida, 2007). The image featured is that of a heavyset man holding his shirt open to reveal sticks of butter strapped to his torso like dynamite. It is intended to evoke an immediate negative reaction to the concept of obesity. According to Weida (2007), emotional appeals such as this are usually made to â€Å"paint a more legitimate and moving picture of reality or illuminate the truth.† Rather than relying on a string of text to make this emotional appeal, the advertisement relies almost exclusively on image with only a few small words to help direct the focus of attention. The faceless image is filled wi th the torso of this man and the numerous sticks of butter that have been attached, causing him to appear as a suicide bomber. The most dominant words on the page are â€Å"Obesity is Suicide.† As further analysis reveals, this ad works to encourage negative attitudes toward obesity, indicate an active, willing participant in the creation of an overweight person, elicit associations

Design in its Golden Age Essay Example | Topics and Well Written Essays - 2000 words

Design in its Golden Age - Essay Example These rises were paralleled by a growth in export figures over the same period and by 1957 the world trade in manufactured goods exceeded that in primary produce for the first time ever " (Sparke, 1987). Such economical prosperity was mainly due to the rapid development of technology during and after the Second World War. Among the most significant achievements were creation of radar and work in aircraft production. For Sparke (1987) it was creation of the transistor, "which made possible the miniaturization of electronic equipment, including computers, which in turn were to play such a central role in the postwar period, both in the automation of production and in information retrieval". Manufacturing and trade expanded rapidly and soon achieved the international level. The outcomes allowed the consumers to buy more and more and the producers made their best to satisfy purchasers. Press and Cooper (2003) in the chapter "Design and consumer culture" argue that in the first part of the twentieth century the economy was organized on a national basis. Today people, commodities, and money circulate around the world. "The things we take for granted today - driving a Toyota made in England, foreign holidays, the overseas students with whom we study, our Levis made in the Philippines, bunches of flowers sold on New York streets that are grown in Africa, e-mail exchanges with friends in other countries - reflect a level of globalization that was unheard of a generation ago" (Press and Cooper, 2003). The number of choices grew and here the designers envisaged their major challenge: design became the means by which goods were distinguished. With the help of designers producers tried to make their product more desirable for the consumer. One of the most enduring images of design for consumer luxury was the image of American car in 50's, which combined the huge sweeping forms of streamlined luxury with chrome detail and space age tail fins. General motors' Designer, Harley Earl, was aimed to channel consumer spending towards a new car every year. "By 1953, everyone in the United States who really needed a car had already bought one, so the automobile companies realized that if they were to keep up their sales figures they would have to change their styling more often. The great idea was to use design features that were so extreme that they would date quickly" (Powell, and Peel, 1988, p.66). Press and Cooper (2003) provide their understanding of design. To them it "is a process by which a product is encoded with symbolic meaning both through product design and advertising design. This encoding aims to point towards a preferred reading of the product". As an example they give the Italian scooter, which encoded a preferred reading of it as a feminized form of transport. Press and Cooper (2003, p.15) quote sociologists Scott Lash and John Uny who explain, "we analyze, not so much knowledge - or information-intensivity in production, but design-intensivity and, with the decline of importance of the labour process, the growing importance of the design process". The combination of words "total design" appeared, the expression "form follows function" was turned into "design follows sales". Designers designed anything and everything in a new postwar world

Landscape and map Essay Example | Topics and Well Written Essays - 500 words

Landscape and map - Essay Example It does not display all the details of objects on the ground, it only shows and outlines of such objects. They both give information of a particular area (Meinig 33-48). A landscape and map are similar in that they display a representation, or rather they are both presented on a piece of paper or board, they are both visual representation (Berger 7-11). They are used to summarize information for easy and quick reference. Moreover, maps and the landscapes might be used by planners to plan specific areas properly. Maps and landscapes are different in that the maps are used and made for different purposes unlike the landscape which their purpose is to represent visible features of an area or land (Kaplan & White 69). A map generally displays only those geographies required for a specific location. Additionally, maps show much information unlike the landscape that shows only the details of the restricted area. Travellers use maps to find their way whereas a landscape gives the travellers the overview on an area. Maps can calculate the distance from one place to another while as the landscapes only shows the general view. Maps are used to locate places on the earth surface. Maps also can be used to compare the sizes and the shapes of different lands and water masses. The maps provide detailed information about an area while as a landscape just hints on the background (Tyner 6). However, a landscape helps improve the aesthetic appearance of the field by planting shrubs or trees, changing the land s contours or adding ornamental features. A landscape process can be defined as a process that occurs in a spatial domain (p. 69). The landscape process is primarily propagated across the land surface. It not only serves to structure but also, it is influenced by the spatial structure of the ecosystems; and whose impact on the spatial pattern is dependent to a degree upon the landscape structure is either greater or lesser (Kaplan & White

Dissociative Identity Disorder Case Study for Interventions

Dissociative Identity Disorder Case Study for Interventions Elizabeth Flores STUDY Claireese Jones is a 16 year old African America teenager living in Harlem, New York. She is the only child of Mary Jones. Claireese has two children, one boy and one girl. Claireese daughter, Mango, is four years old and is diagnosed with Down syndrome but lives with Claireese grandmother. Her youngest son, Abdul is eight months old. Claireese is attending, Each One, Teach one, Alternative School and is currently in the eight grade. She is currently not working. B. Setting Harlem’s Women Center is a shelter for women who have children and were physically or mentally abuse. They work with women to reduce the physical, psychological and emotional trauma and the recurrence of domestic violence, sexual assault and incest experience by many of their clients. They work to secure their physical, emotional well being, individual freedom and economic equality. The agency offers counseling, legal services, childcare services, parenting classes, support groups and job readiness and job placement for their clients. The agency receive 97% of their revenues from government grants. C. Reason for referral Claireese was referred because she was recently homeless and was placed in a halfway house. She was referred by Ms. Rain, her teacher, who reported that she found Claireese in school, sleeping with her 3 day old son because her mother tried to kill her when she return home from the hospital. Claireese needs various services so she can eventually get her own place and support her children independently. She will need daycare services, so she can still continue to attend school, and earn her high school diploma. The social worker from the Welfare department reported that Claireese needs counseling to address experiences that were traumatic to her life. She will need extensive counseling. She needs to learn how to manage and care for her well being since she is already overweight and possible future health issues she will encounter in the future because of her diagnosis of HIV. Claireese has also experience episodes of blanking out and daydreaming. D. Description and Functioning of Client Claireese is considered overweight for her age. Her clothes are clean and she is always wearing cosmetic jewelry to match her outfits. She has her hair done and wears it differently. She can be verbal and nonverbal when talking to her at times. Client seems to be daydreaming when we discussed certain events in her life. She uses a lot of inappropriate language to describe how she feels. E. Physical and economic environment Claireese lives in a halfway house with her two children in Harlem, New York located in Manhattan. She receives a stipend while she attends school. She is also on welfare where she receives cash assistance and food stamps. She attends, Each One Teach One, Alternative school, Monday through Friday, in the day time. F. Current Social Functioning (as reported by parents/caregivers or child/teen or obtained from written reports) Claireese is estranged from her mother due to her abusive behavior towards her and her children. She has not seen her father since he last raped her, which is before she was pregnant. She knows that her grandmother would like to help her but is aware that she is also afraid of Mary. Client’s daughter, Mango, lived with great grandmother so client can attend school. Mary blames Claireese for being raped by her father and even accuses Claireese of stealing Marys boyfriend. Mary told her she is fat because she eats too much. Her mother never encourage her to attend school and told her it was a waste of time. Her mother is always telling Claireese, she is too stupid to learn anything. Claireese reported she never had a boyfriend but wish that she can have one in the future even though she feels she is too ugly and fat. She had two pregnancies that occur from her being raped by her father. Claireese is a currently attending Each one, Teach One, alternative school, pursuing her High school Diploma so she can teach her children something. The client’s teacher, Ms. Rain, motivated Claireese to want read and write by encouraging her to do her best. She was surprised by her success in her ability to read and that she was actually beginning to write. Her sense of personal competence is in development; she states that she did not think that she was very smart, but that her class work and successes are changing that opinion of herself. She is grateful for having John, Ms. Rain, her friends for their support and encouragement. She never thought that there would people who would really care for her. The client’s primary social supports are her peers and her teacher in the school. G. Personal and family history relevant to focus of assessment Claireese was sexually abuse since the age of three by her biological father, which produced two children. She has also been mentally and physically abuse by her mother. There is also a possibility of sexual abuse by her mother. Claireese just recently learned that she contracted the HIV disease from her father who recently died of the disease. Claireese grandmother took cared of Mongo, so Claireese can go to school and Mary can still collect welfare based on fraud. Claireese has always depended on her mother up to now, even though moms have lived off of Claireese’s welfare check. ASSESSMENT Psychological functioning Intellectual functioning- Client was not able to read or write but express interest in Math. Since attending the alternative school, client has been able to improve her reading and writing skills. Reality testing- Poor, client seems to suffer from delusions. Whenever the client is dealing with stressful experiences, she is not listening and seems to be out of tune at the moment. She explains that she daydreams and imagines that she is someone else living a different lifestyle. She is not aware what is happening to her at the time of incident. She also images that the pictures in her photo album talks to her. Coherence – Unimpaired, despite the client having delusions and has an imagination she can maintain on task whenever she is not dealing with stressful events. Impulse control-Good, Client tries to control her behavior by not getting herself in any more trouble than she has to. She has gotten herself transfer from her old school not only because of her being pregnant again because she threaten the principal. Judgment- Good; client have been able to make good judgments. She continues to go to school, so she can teach her children and earn her diploma. Memory/recall- Poor: she can recall some but not all information that pertains to her traumatic experiences and whenever she addresses those experiences she goes into her fantasies. Coping style- Poor; Client has never been able to deal with her traumatic experiences in a healthy way, even though she uses her imagination to forget what happened. Defense mechanisms: Poor: Client daydreams and uses her imagination as a way to cope with stressful experiences. Insight- Poor; Client has no idea how her traumatic experiences contributes to her mental issues. Self-Perception-Fair; client has the confidence that she needs to complete school and even with her illness she is confident she can still provide for her children. Emotional Functioning Ability to express feelings- Good, she is able to express how she feels. Rage of emotions-unimpaired: Client can express herself if she is more open to talking about how she feels. Once she sees that people care for her she can discuss how she is feeling. Appropriate of affects-Impaired; Client seems to avoid talking about specific events, she will change the topic so the focus is not on her. This may be the client way of denying what happen. Predominant mood- Poor; Client is depress and sad. Social/behavior functioning 1. Ability to form relationships – Unimpaired; client demonstrates an ability to form relationships as evidenced by her ability to develop friendships with peers in her school. She also developed a friendship with one of the male nurses at the hospital. 2. Social skills/social competence – Poor; client demonstrates a lack of social skills. 3. Overall role performance – Improving; client’s role as mother is improving, she is now taking care of both her children and continues to attend school. Her role as a student is great; she continues to improve her grade level reading. She went from reading at a second grade level to an eighth grade level. 4. Other functional behaviors, if appropriate – Good; client has developed relationships through her school. Client has no other friends other than school. D. Environmental issues and constraints affecting the situation. 1. Family – Poor; family is not supportive; mother is emotionally unstable and abusive towards Claireese. Her grandmother is too afraid of Mary, so she would not be able to assist Claireese. 2. Agency – Great; this agency is able to provide significant support in providing necessary services that Claireese needs. She has the availability of a daycare, so she can continue her education. She will receive housing assistance, so she can transition from the halfway house into her own place. 3. Community – Moderate; client’s neighborhood provides affordable housing and it is near public transportation and the school that she attends. 5. Physical Constraints, if appropriate – Poor; client recently discovered she is HIV positive and future health concerns associated with the illness will become a problem for her. 6. Economic Constraints, if appropriate – Fair; client has limited income from TANF and food stamps and she is currently living in a half way house. E. Motivation and commitment to services Claireese is very motivated in continuing her education. She wants to get her High School diploma. She wants to be able to learn how to read and write. She feels that if she continues to learns how to read and write, she can teach her children. Despite the fact that she has HIV, she clearly feels she still can be successful and do for her children, what her mother didnt do for her. She wants to prove to her mother that she is wrong. Her motivation is influence by her wanting a better future for her children. F. workers understanding of clients presenting situation/problem (person-in-environment) Client seems to be experiencing symptoms of Dissociative Identity Disorder. These symptoms include flashback, amnesia and emotional numbness. When dealing with stress, client escapes reality by daydreaming. She may have developed this disorder due to her traumatic experiences, starting with her being raped by her father. Whenever the client experience stressful events, she has fantasies about her being famous and being someone else, she even sees herself as a white blond girl. Client has no control over her daydreaming. She seems to not remember how she was first raped. Psychoanalytic theory help explains that client’s problems can be associated with painful childhood experiences that can sometimes be repressed. These repressed memories can shape the clients feelings, thoughts and behavior. These repress memories can be seen as defense mechanism (Robbins, Chatterjee, Canda, 2012). The client uses her fantasies as a way of ignoring what is happening at the present time, which is not healthy as the client condition can worsen and create maladaptive behaviors. Client repressing these traumatic experiences may explain how the client coped with these experiences. It is important to look at Erickson’s stage theory because it recognizes the importance of a person’s social location and the interaction between other individuals rather than just the family system. (Berzoff et al., 2011). Since, the client family system is not the strongest support system, the school staff and students are important people that provides positive feedback to the client. This will help the client learn to establish positive future relationships. Strengths Perspective is an approach to understanding the client in terms of her strengths, abilities, motivations, knowledge and available resources. (Guo Tsui, 2010) These qualities help the client the ability to solve their problems. This also can give you an idea how the client, who experienced many events in her life, overcame these obstacles and continues to attend school. (Robbins et al., 2012) They also talk about the courage an individual may have. She had the courage to confront her mother and finally leave the house in order to protect her children. Strengths Perspective focuses on the social environment as having many resources that can help individuals overcome obstacles. People have the ability to learn, grow and change. Client has the abilities to continue to grow so she can provide for her children. References Berzoff, J., Flanagan, L. M., Hertz, P. (2011). Inside Out And Outside In (3rd ed.). Maryland: Rowman Littlefield. Robbins, S., Chatterjee, P., Canda, E. (2012). Contemporary Human Behavior Theory (3rd ed.). Saddle River, NJ: Pearson Education. Guo, W., Tsui, M. (2010). From resilience to resistance: A reconstruction of the strengths perspective in social work practice. International Social Work, 53(2) , 233-245. http://dx.doi.org/10.1177/0020872809355391