Dyslexia Essay Example | Topics and Well Written Essays - 5750 words

Dyslexia - Essay Example To acquire this knowledge, I reviewed literature from the internet and various journals and prepared this article. Dyslexia, also known as developmental reading disorder is the most common childhood learning disability which primarily manifests in school going children. There is no single definition that exists for dyslexia. However, those who know about the condition and have worked with dyslexic children are in a position to easily identify the condition. According to the NINDS (2009), dyslexia is defined as "a brain-based type of learning disability that specifically impairs a persons ability to read." The World Federation of Neurology (cited in British Dyslexics, 2009) defines this condition as "a disorder manifested by difficulties in learning to read, despite conventional instruction, adequate intelligence and socio-cultural opportunity." The British Dyslexics (2009) puts the definition as "Intelligent, bright or even gifted individuals, that for no obvious reason, struggle to learn through the medium of written or spoken language." Other commonly used definitions include "learning difficu lty characterized by problems with written or spoken language such as reading, writing, spelling, speaking, or listening" and "congenital disturbance of brain function causing a variety of learning difficulties, especially relating to reading, writing and spelling" (British Dyslexics, 2009). It is surprising that despite immense research in dyslexia and information available about the condition every where, many teachers and even parents dont accept that a condition called dyslexia can exist. Some teachers also falsely blame dyslexic children as lazy without understanding that the child actually has a problem and needs help. All dyslexic children share some common aspects enabling them to be easily diagnosed. The increased awareness of dyslexia has led to many

The rest of the play Essay Example for Free

The rest of the play Essay When Mr and Mrs Putnam are talking with Parris, they start referring to their own child exploits and tell of murdered babies. Parris is at first shocked and then slightly disbelieving of them until Putnam mentions a murdering witch. (Parris turns to Betty, a frantic terror rises in him. ) This shows one of the most dramatic parts of Act 1. Miller gives the audience the impression that hysteria will happen in the future. I think this because this is an action that shows a mortal fear in Parris for witches because of what the accusation will do to his reputation. This could explain his actions later in the play and why he is damming the suspect with such conviction. Miller structures the idea of witchcraft being spread throughout the village very carefully and intelligently. He sets up some characters, Abby, Mercy, Goody Putnam and Mr Putnam, to be gossipy, manipulative and vindictive. They hear a hint of witchcraft and instantly they play upon the this rumour to their own advantage. We can gain these clues by the opening actions of characters and the background information provided by Miller. Here are a couple of characters I have chosen. Abby (A striking beautiful girl, an orphan, with and endless capacity for disassembling. ) Mr Putnam Another reason to believe him a deeply embittered man with his attempt to break his fathers will. So it is not surprising to find that so many accusations against people are in the handwriting of Thomas Putnam, or that his name is so often found as a witness corroborating the supernatural testimony. These quotations give the audience clues of their darker side in their personalities. The dramatic action in the first act sets up expectation of an explosive story and plot. When Parris presses Abby and aggressively questions her as well and Abby viciously shakes Betty on the bed. These incidents could lead to there being more of these in the future. Some parallels can be drawn from the first acts events and events later on in the play. When Parris presses in Abby and she tries to speak her opinion, this happens later on but with Proctor, her secret adulterer instead of her uncle, in the first act. Also at the end of Act 1 the children are causing hysteria by naming random people in the village, they cause hysteria when Mary Warren tries to prove they are unauthentic. The actions in the first act are structured by Miller so that the actions reappear in the later stages, while the people dont learn from their mistakes. The language that Miller uses is Arcane, the old English that was used in the colony of America. He uses this old language to great effect to reflect the time and the religious metaphors and symbolism that is contained in Arcane. One such phrase is, Mark this! This is a great phrase for people to hear you and recognise you in a conversation. He uses implicit meanings in the language to try and give clues for later on in the play. He uses this in his opening description of Abby. .. an endless capacity for disassembling. The explicit meaning of this is that she can take things apart for a long time but there is a sub-meaning to this. She can break more things that are not physical with her strikingly beautiful looks she could break people, their hearts and their lifes. I feel that The Crucible has a lot of cumulative factors that give is clues to the storyline, the action in the future and how the characters will develop.

Dating on the Internet Essay -- Research Cyberdating Internet Essays

Dating on the Internet It has become today's method of communication, the wave of the future. The necessity to leave the home to do such things as shop for clothes or to go to the bank is diminishing. Business is being conducted more frequently from the home. Students will soon be able to interact with their teachers and fellow students while sitting in their bedrooms. The Internet will overtake all forms of personal interaction, and it stands to reason that this includes dating. From foreign pen-pals to heated Cybersex, the number of people who log on each day is growing rapidly. Those who used to race home from school to run outside and play, now race home to meet their best friend in a chat room somewhere; they've never met and yet they're soul mates. There are people who take these relationships so seriously, they will travel almost anywhere to meet the person of their dreams. Cyberdating is here to stay. According to Betty in California, it is the "nineties way for busy professional people to connect." She emphasizes, "Bars are out; computers are in!" (Women's Wire News). A survey conducted through Women's Wire News of 375 people revealed that 61% of those responding would "consider turning a Cyber-affair into a real-life one." (Women's Wire News). This being the case, what does this mean for society? Is personal socialization and face-to-face communication a thing of the past? Increasing reliance on computers certainly draws society in that direction. But possibly this isn't as new as people might like to think. Perhaps this is the direction in which society has been moving since the invention of the telephone. Fran in New Jersey supports this: I wonder if people got this worked up about the telephone? Because tha... ...ditha in Florida, Women's Wire News). Work Cited: "Do Boys Just Wanna Have Fun? Male Gender-Switching in Cyberspace (and how to detect it)," http://www1.rider.edu/~suler/ psycyber/ genderswap.html (May 1996,4/7/97) Sara Pitman. "From Keyboards to Human Contact: Love Relationships Through Computer-Mediated Communications," http://edie. cprost.sfu.ca/~chiklink/ sarticle.html (undated, 3/24/97) John Suler, Ph.D."Communicative Subtlety in Multimedia Chat How Many Ways Can You Say "Hi" at the Palace?" http://ww1.rider.edu/ ~suler/psycyber/hilucy.html (March1997, 4/7/97) John Suler, Ph.D. "The Psychology of Avatars and Graphical Space in Visual Chat Environments," http://www1.rider.edu/~suler/psycyber/ psyav.html (May 1996, 3/24/97) "Women's Wire News, Cyberdating: The Dirt," http://women.com/wwire/archives/html/backtalk/ 960221.ba.html (1997, 3/24/97)

Japan Students and Education Essay example -- Essays Papers

Japan Students and Education After World War II, Japan was a country left with almost no resources and lacked of man power. However, Japanese had managed to reconstruct the country and make Japan a successful industrialized nation. What had make things change so dramatically? What special magic that Japanese people had used? The answer revealed itself when we look closer at the history of the Japan Education System. According to Okano and Tsuchiya that â€Å"Japan education can be split into pre-war period of nationalist schooling (1868-1945) and the post-war one of democratic education (1945-present)† (13). Education was used as the tool to nurture a sense of â€Å"nationhood† during pre-war period. In order to overcome the problem after World War II, the post-war one education had changed accordingly to the needs of the society. Education was used as a median to the development of human capital for the Japan’s economic growth. The key for the Japan economically success was education. The s uccess of the Japan education system relied greatly on students; students are the most important element who carries all the expectation from the society. This paper will explore the role play by the students in Japan education system for making the mark. Making the Mark: Society The success of the Japan education system after World War II shown that Japan society had lot to expect from their students. Japanese government and society take education seriously and the results and responses from the students out of the commitment are amazing. According to the statistic report from NationMaster.com Japan was ranked thirteen in the school enrollment in primary education with 100.81 percent in year 2000 and was in the first place in the rank of the school enrollment in the secondary education with 101.2 percent in year 2000. On the other hand according to Gail R. Benjamin â€Å"†¦ the national system of education [Japan] in 1872 had reached close to 100 percent enrollment levels (200).† Cleary the number hasn’t change much over the century and the success of the education system is inevitable true. Students in Japan play a major role in the success of the education by just participating in the system. The expectation from the society toward the students changes corresponding from primary school, middle school, high school and university. The primary school students are expectin... ...unity as a whole. Works Cited Benjamin, Gail. Japanese Lessons. New York: New York University Press, 1997 Okano, Kaori, and Tsuchiya, Motonori. Education in contemporary Japan: inequality and diversity. New York: Cambridge University Press, 1999 Amano, Ikuo. Japanese College Years. 1988. 19 Nov. 2003 Cummings, William K. Postsecondary Education in Japan. 1988. 19 Nov. 2003 Imamura, Anne E. The Japanese Family. 1990. 19 Nov. 2003 White, Merry. High School Students in Japan. 1988. 19 Nov. 2003 â€Å"Parent’s Role.† Japanese Junior High Schools. Ms. Walton, Mrs. Thai, Mr. Munoz 24 Nov. 2003 http://www.motthall.org/cq/prole.html â€Å"Dating.† Japanese Junior High Schools. Ms. Walton, Mrs. Thai, Mr. Munoz 24 Nov. 2003 http://www.motthall.org/cq/prole.html Japan Students and Education Essay example -- Essays Papers Japan Students and Education After World War II, Japan was a country left with almost no resources and lacked of man power. However, Japanese had managed to reconstruct the country and make Japan a successful industrialized nation. What had make things change so dramatically? What special magic that Japanese people had used? The answer revealed itself when we look closer at the history of the Japan Education System. According to Okano and Tsuchiya that â€Å"Japan education can be split into pre-war period of nationalist schooling (1868-1945) and the post-war one of democratic education (1945-present)† (13). Education was used as the tool to nurture a sense of â€Å"nationhood† during pre-war period. In order to overcome the problem after World War II, the post-war one education had changed accordingly to the needs of the society. Education was used as a median to the development of human capital for the Japan’s economic growth. The key for the Japan economically success was education. The s uccess of the Japan education system relied greatly on students; students are the most important element who carries all the expectation from the society. This paper will explore the role play by the students in Japan education system for making the mark. Making the Mark: Society The success of the Japan education system after World War II shown that Japan society had lot to expect from their students. Japanese government and society take education seriously and the results and responses from the students out of the commitment are amazing. According to the statistic report from NationMaster.com Japan was ranked thirteen in the school enrollment in primary education with 100.81 percent in year 2000 and was in the first place in the rank of the school enrollment in the secondary education with 101.2 percent in year 2000. On the other hand according to Gail R. Benjamin â€Å"†¦ the national system of education [Japan] in 1872 had reached close to 100 percent enrollment levels (200).† Cleary the number hasn’t change much over the century and the success of the education system is inevitable true. Students in Japan play a major role in the success of the education by just participating in the system. The expectation from the society toward the students changes corresponding from primary school, middle school, high school and university. The primary school students are expectin... ...unity as a whole. Works Cited Benjamin, Gail. Japanese Lessons. New York: New York University Press, 1997 Okano, Kaori, and Tsuchiya, Motonori. Education in contemporary Japan: inequality and diversity. New York: Cambridge University Press, 1999 Amano, Ikuo. Japanese College Years. 1988. 19 Nov. 2003 Cummings, William K. Postsecondary Education in Japan. 1988. 19 Nov. 2003 Imamura, Anne E. The Japanese Family. 1990. 19 Nov. 2003 White, Merry. High School Students in Japan. 1988. 19 Nov. 2003 â€Å"Parent’s Role.† Japanese Junior High Schools. Ms. Walton, Mrs. Thai, Mr. Munoz 24 Nov. 2003 http://www.motthall.org/cq/prole.html â€Å"Dating.† Japanese Junior High Schools. Ms. Walton, Mrs. Thai, Mr. Munoz 24 Nov. 2003 http://www.motthall.org/cq/prole.html

Nonverbal Communication Is Important

Communication is the exchange of information from a person to another or a group of people; this includes a sender transferring information, ideas or feelings to a receiver. There are two ways to communicate: verbal and nonverbal. Verbal is the way that people use to communicate everyday: talking. Nonverbal communication does not use talking but involves body language, posture, gestures, eye contact, touch and physiological responses. Although people use verbal communication everyday, their nonverbal communication is more important than verbal.Nonverbal communication is a big benefit for business, because that is the important key when a business man can express himself; he can be confident when meeting a partner or clients. For example, the handshake is an important way to make a first impression. No matter the basis of the hand shake, it should become a part of repertoire. Handshake is a sign of trust and help build strong relationship. Imagine meeting a well – groomed, well – dress expert for the first time – but when you are shake his/her hand, you feel like you are grabbing an infant’s finger. â€Å"The important of nonverbal communication ten things your handshakes says about you†) When people meet someone with a strong handshake, they usually come up with some hypothesis like: that person is confident, serious and focused. On the contrary, a weak handshake will make people come up with some thinking like the person is weak in personality, uncertain or lacking in determination (â€Å"The important of nonverbal communication ten things your handshake says about you†). When people have a strong handshake, their hands usually have a warm temperature.Temperature is one of many first impressions, too. When people meet someone with a warm hand, they will think that person is kindness and gracious. Handshakes is the most important in business, nobody want their partner to have a bad impression about them. So nonverbal co mmunication is very important in business, without that, the business may not be develop and effect the economy of country. In the other hand, the role of nonverbal communication is very important in school environment.Sentence and Verbal CommunicationIn school, student from everywhere in the world with different cultures would like to hang out with their friend, that is social being and using different nonverbal communication can built or destroy a relationship of misunderstood action. A child first learns to communicate with those around him or her by using his or her nonverbal skills like pointing, clenching his fist, clapping his hands when excited, slapping away objects he does not want, being stubborn when he or she is sleepy, etc.Therefore,  those skills are more highly developed in the beginning than is his speech. By combining non-verbal and verbal when trying to reach the children you have a better chance to make connection (â€Å"the advantages and disadvantages of non verbal communication in school†). With some student lack of ability to explain them, so the teacher can look at their facial expression or their action and can easily understand what they are cannot say through verbal communication.

Renaissance Traits Essay

Renaissance Traits Essay Renaissance Traits Essay Classicism: studying Greek + Roman Latin + Greek, educated Study of Cicero and Plato, Self awareness. EX: Ficino attempted to synthesize Plato and Christianity. He was the first to come up with the hierarchy of beings-from God to Animals. It was a mans choice whether he would grow great. Virtà ¹: Man’s ability to shape the world around them with their will. Individualism: Rising throughout the Reinissance: Less Guilds, more Individual pride. Ex: Alberti: talented reinissance man who wrote an Autobriography. Humanism: â€Å"Liberal Studies† Roman Greek writing. Philosophy, classics. More attention to the human body in art, Michelangolo’s David. Secularism: Less attention to God, became more Individually concerned. God fell out of the picture. EX: The Courtier-book on how to raise young men: lots of stuff on writing and greek yada yada, no mention of piety. People study humanism instead of the usual Gods. Feudal: Kings-Vassals-Serfs. People went to the nobles for protection, after Charlemange’s empire collapsed. Lords and vassals (both are of noble status) Reciprocal obligations = contractual Lord owes to vassal: land (fief), protection Lord’s court/council Vassal owes to lord: would agree to fight for the Lord at his request, would attend the Lord’s court. Manorialism – basic economic system; communal, open field farming, 2-field system. Lords (nobles) and serfs (lower class, commoners) Manorialism made all peasants (serfs) completely dependent upon their masters. The lord had control over their estates, or manors, and the serfs. The serfs worked for the master, while the master provided food, housing and defense. The manor usually consisted of a village for the serfs (sometimes a church and mill), manor house for the lord, farmable land, pastures for livestock, and other land such as streams or meadows and forests. Compare with Reinissance Traits Group VS. Individual Religious VS. Secular Insular (uninterested in cultures) VS. Well learned Reinissance (1350-1550) Rebirth of economic and poltical in city states of northern Italy. Began in Italy because of great Trade, surplus of food and wealth. Extra people for crafts. Charactersitics: Great achievments in art )better perspective and detail) Literary achievments and science and math. Italien city states: why are they conductive Popolo: Common people; unhappy Signori: One man ruled and handed down-kept faà §ade up Oligarchy: Certain people ruled and kept faà §ade up Because of Individualism these wealthy people would commission great works of art to show their wealth. Reputation was everything do something for the public and they will like you. Less Religion: Nicholas Machevalli wrote The prince first modern guide to politics. Leader whould be ruthless and do whats necessary to keep power-not piety or morals. Differs from medivial. Christian Humanism/north: combines Christianity and classics. More-wrote a crticial edition of the new testament so everyone could

German Language Spelling With a Double S or Eszett (ß)

German Language Spelling With a Double S or Eszett (ß) A unique feature of the German alphabet  is the ß  character. Found in no other language, part of the uniqueness of ß- aka eszett (s-z) or scharfes s (sharp s)- is that, unlike all other German letters, it exists only in the lower case. This exclusivity may help explain why many Germans and Austrians are so attached to the character. Since being introduced in 1996, spelling reform (Rechtschreibreform) has shaken the German-speaking world and caused raging controversy.  Even though the Swiss have managed to live peacefully without the ß in Swiss-German for decades, some German-speakers are up in arms over its possible demise. Swiss writers, books, and periodicals have long ignored the ß, using double-s (ss) instead. Thats why its all the more puzzling that the International Working Committee for [German] Spelling (Internationaler Arbeitskreis fà ¼r Orthographie) chose to keep this troublesome oddity in certain words while eliminating its use in others. Why not just toss out this troublemaker that non-Germans and German beginners often mistake for a capital B, and be done with it? If the Swiss can get by without it, why not the Austrians and Germans? Double S Reforms From Rechtschreibreform The rules for when to use the ß rather than ss have never been easy, but while the simplified spelling rules are less complex, they continue the confusion. German spelling reformers included a section called  sonderfall ss/ß (neuregelung), or special case ss/ß (new rules). This section says, For the sharp (voiceless) [s] after a long vowel or diphthong, one writes ß, as long as no other consonant follows in the word stem.  Alles klar? (Got that?) Thus, while the new rules reduce the use of the ß, they still leave intact the old bugaboo that means some German words are spelled with ß, and others with ss. (The Swiss are looking more reasonable by the minute, arent they?) The new and improved rules mean that the conjunction formerly known as  daß or that should now be spelled  dass  (short-vowel rule), while the adjective groß for big adheres to the long-vowel rule. Many words formerly spelled with ß are now written with ss, while others retain the sharp-s character (technically known as the sz ligature):  Straße for street, but  schuss  for shot.  Fleiß for diligence, but  fluss for river. The old mixing of different spellings for the same root word also remains  fließen for  flow, but  floss for flowed.  Ich weiß for I know, but  ich wusste for I knew. Though reformers were forced to make an exception for the oft-used preposition  aus, which otherwise would now have to be spelled  auß,  außen for outside, remains. Alles klar? Gewiss! (Everything clear? Certainly!) German Response While making things slightly easier for teachers and students of German, the new rules remain good news for the publishers of German dictionaries. They fall far short of true simplification, which many disappointed people had anticipated. Of course, the new rules cover much more than just the use of the ß, so its not difficult to see why  Rechtschreibreform  has sparked protests and even court cases in Germany. A June 1998 poll in Austria revealed that only about 10 percent of Austrians favored the orthographic reforms. A huge 70 percent rated the spelling changes as nicht gut. But despite the controversy, and even a Sept. 27, 1998 vote against the reforms in the German state of Schleswig-Holstein, the new spelling rules have been judged valid in recent court rulings. The new rules officially went into effect on Aug. 1, 1998, for all government agencies and schools. A transitional period allowed the old and new spellings to coexist until July 31, 2005. Since then only the new spelling rules are considered valid and correct, even though most German-speakers continue to spell German as they always have, and there are no regulations or laws that prevent them from doing so. Perhaps the new rules are a step in the right direction, without going far enough. Some feel that the current reform should have dropped ß completely (as in German-speaking Switzerland), eliminated the anachronistic  capitalization of nouns  (as English did hundreds of years ago), and further simplified German spelling and punctuation in many other ways. But those who protest against spelling reform (including authors who should know better) are misguided, trying to resist needed changes in the name of tradition. Many counterarguments are demonstrably false while placing emotion over reason. Still, though schools and government are still subject to the new rules, most German speakers are against the reforms. The revolt by the  Frankfurter Allgemeine Zeitung  in Aug. 2000, and later by other German newspapers, is yet another sign of the widespread unpopularity of the reforms. Time alone will tell how the spelling reform story ends.