Journal learning Essay Example | Topics and Well Written Essays - 500 words - 3

Journal learning - Essay Example When the human resource manager reorganized the work teams, he realized that the workers now formed more harmonious teams and only one conflict was experienced within that month. Conflict resolution has become an important topic in a wide range of literature. Lipsky, Seeber and Fincher (2003) point out that work place conflict is inevitable due to the unique nature of human beings. Jordan and Troth (2004) states that effective team formation is one of the strategies that is important in solving problems arising within the work. Emotional intelligence is essential in constructing teams that pursue the same goals within an organization. Friedman et al. (2000) supports this idea and suggest that conflict results from work stress in malfunctioning groups within an organization. In this organization, conflicts resulted to work stress, which led to more conflict among the employees. Maravelas (2005) agrees that resolving work conflicts will result to increased productivity within the work place. Organizations that successfully resolve conflicts as soon as they arise are more likely to perform optimally. From a critical perspective, conflict resolution is an engaging task that demands a lot of attention from the managers. Since harmony is fundamental in increasing productivity, the organization must prioritize it to prevent losses within their organization. Besides the efforts of the managers, the workers must be willing to co-work with the same objective as the management. Harmony between the management and the workers is crucial for resolving stress within the work place. Evidently, the following skills are crucial in resolving conflicts within the organization. Mastering conflict resolution skills is an important perspective for me an intern who intends to become an effective manager during my career. While I have developed my creativity, communication and team work skills during my academic life, there is evidence that I still have to

Public Transportation Essay Example for Free

Public Transportation Essay Public Transportation there are many kinds of commuters on public transportation: there are bus commuters, train commuters, and plain commuters. The first kind of commuter are people who ride the bus. At some point in their lifetime, everyone has had to ride the bus. Children ride the bus to school on a daily basis all the way through adolescence. People who live in large cities, ride the bus just about everywhere they need to go. Local buses bring in large amounts of money for their area and can be very helpful to the people of the town. The second facet of transportation would be the train system. Among the many classifications of train systems, there are subways, trolleys, and rail ways. Subways are utilized by people who live in large areas. Trolleys are used by people who live in smaller areas, like suburbs. Rail ways, broken up in rail roads, are used all across the nation. Rail road cars, drive on train tracks, and have become so popular that collectible toys have even been made after them. Rail ways help transport many of our nations most important goods, and without them we would be facing serious problems. The third type of transportation are airplanes. Air planes are mostly used for long distance traveling. Air planes are the most expensive of the three types, but they are still used very often. The wealthy often use air planes as their main way of traveling. Air planes can be seen by some as dangerous and very risky because of their bad history in the past. Air planes are high flying machines that carry people from city to city and sometimes even across countries. Air planes are used by people in politics, the millitary, and even regular citizens. Air planes are very important to our country and help make our lives much easier. As you can see, there are many diffrent types of transportation, but they all help make our lives easier in their own special way.

Brave New World Review :: essays research papers

Brave New World by Aldous Huxley. Aldous Huxley (1894-1963) was born to an English family. He was a brilliant social satirist. He wrote books about architecture, science, music, philosophy, history, and religion. This is a book of genetics in the future about 2535 A.D.. It takes place in a utopian society where people are mass-produced, then conditioned to do predetermined work. There are no families or marriages. The theme is freedom and how people want it, they want poetry, danger, good and bad things. They want what is theirs. The book is written in a technological way. In A.F. 632, there is a World Society. A.F. 632 stands for six hundred thirty-two years â€Å"after Ford† released the T-Model automobile. It is around 2535 A.D.. Ford is like a God. His book â€Å"My Life and Work† is turned into the â€Å"new† bible. People are born in batches of 96. One egg gives live to 96 identical children through the Bodanovsky process. When babies are born, they are classified in a caste system made up of Alphas, Betas, Gammas, Deltas, and Epsilons. Everyone consumes grams of soma, to fight depression. The cinema is replaced with a form of entertainment called â€Å"Feelie,† a movie that stimulates the sense of sight, hearing, and touch. â€Å"Community, Identity, Stability† is the motto of this World State. Bernard Marx is intelligent, but an error in the Predestination Centre he stayed small and weak. Because of that he’s an outcast, and is often left alone. Although there is no violence and everyone is provided for , Bernard feels that something is missing. He has his own vision of life. Bernard goes to a Savage Reservation with Lenina, an Alpha-plus psychologist. They meet Linda and her son, John. They find out that The D.H.C., Director of Hatcheries and Conditioning is the father of John. Bernard learns that the D.H.C. is about to exile him for his â€Å"uncivilized† behavior when he and Lenina return to civilization. "..He [Bernard] has proved himself an enemy of society, a subverter, ... of all order and stability, a conspirator against civilization itself." Bernard calls John and Linda from the next room, and they call upon the director as son and wife. Bernard is saved from being exiled. Bernard becomes popular because he is connected with John, the savage. Bernard’s friend Helmholtz becomes friends with John and they share literature with each other. John has dreamed of going to the civilized world, but he realizes that he doesn’t like it anymore.

Explain the characteristics of assessment for learning Essay

Assessment for learning focuses on the learning process and how to improve a child’s academic progression, finding out where pupils are within a learning range, where they need to go and how best to get there. A variety of assessment for learning strategies can be used to aide children in their learning and these can be adopted by teachers to gain an understanding of what has been achieved and what next steps will be required to take a child’s learning forward. Typical characteristics of assessment for learning are; †¢ Enable teachers to plan the next stages in a child’s learning to ensure individual progress. †¢ Provide a consistent whole school approach that encourages teaching and learning. †¢ To make sure that pupils are actively involved in lessons from the very start. †¢ Helping pupils understand and know the standard of work that they are aiming for in class by asking questions of themselves i.e. â€Å"what have I learnt?† ~ â€Å"what could I have done to improve on that piece of work?† †¢ Providing constructive feedback that will help pupils identify improvement and by also educating pupils in self assessment methods in order to ascertain areas for development . †¢ In order for teachers and pupils to play an important role in facilitating learning experiences then there must be an element of active listening from both child and teacher. †¢ Have faith that every child can progress in contrast to earlier achievements they had made. †¢ By recognising that enthusiasm and self esteem which is vital for effective learning and progress will be increased by using effective assessment methods. †¢ In order for pupils to understand where they are in their learning they should be encouraged to think, ask question and work together in groups as this will allow them to evaluate their own understanding. †¢ Pupils should be encouraged to connect their learning to other lessons, topics or life outside of school.

Convention Rights Persons With Disabilities Health And Social Care Essay

Peoples with disablements exist in every age group, every societal sector, every category and every cultural and spiritual community. They frequently do non hold a voice of their ain in issues that affect their lives. It is of import to understand the causes of disablement and the favoritism intended for the handicapped, and steps that need to be taken to guarantee the equal enjoyment of human rights for individuals with disablements. Societies must work as a whole to incorporate handicapped individuals into the life of society and supply them with equal chances in schools, the workplace and the planetary community. A December 13, 2006 the Convention on the Rights of Persons with Disabilities ( CRPD ) was implemented. Presently 99 states have approved the Convention and there are 147 members. A high figure of developing states are included in subscribing the Convention. It is to probably those developing states will be inquiring development histrions for support after O.K.ing the convention in the execution of the rules and adhering duties. Around 650 million people, 10 % of the universe ‘s population live with a disablement. Harmonizing to the UN Development Program ( UNDP ) 80 % of individuals with disablements live in developing states ( â€Å" Rights and self-respect, † 2011 ) . Estimated by the World Bank 20 % of the universe ‘s poorest people are handicapped and are regarded as the most disadvantaged in their ain communities ( Takamin, 2004 ) . The term individuals with disablements is applied to all people with disablements. It includes people who have long term mental, physical, rational or centripetal damages. These disablements can impact their engagement in society. â€Å" Impairment is a functional restriction caused by physical, mental or centripetal harm and a disablement can be defined as a loss or decrease of chances to take portion in the mundane life of the community on an equal degree † ( Yeo, 2003 ) . â€Å" It is of import to observe that a individual with a disablement may be viewed as a individual with a disablement in one society or scene, but non in another, depending on the function that the individual is anticipated to take in his or her community. † â€Å" The convention recognizes that disablement is an germinating construct and that statute law may accommodate to reflect positive alterations within society. † ( â€Å" Country profile: Thailand, † 2010 ) . The Convention on the Rights of Persons with Disabilities consists of an article on international cooperation, indicating out the spread between developed and developing states. Issues such as human rights misdemeanors, poorness, and societal exclusion are overmastering and have prevented the planetary South to hold important betterment. Article 32 in the Convention on the Rights of Persons with Disabilities insist that there be international cooperation for the support of the CRPD in developing states, one time a state has ratified the convention they become required to prosecute in international cooperation. The of import inquiry to maintain in head is how can international partnership be efficaciously put into action in developing counties. With the aid of official giver bureaus and non-governmental organisations ( NGOs ) which represent individuals with disablements and the households in developing states the CRPD can be applied. Thailand is one state that has had the aid of four major NGOs working with individuals with disablements and official giver bureaus from developed counties such as the United Kingdom, Australia, and Japan ( â€Å" Thailand homo rights, † 2011 ) . Thailand approved the CRPD in July 2008 along with Australia. Thailand symbolize the typical issues developing states face, such as poorness. Thai individuals with disablements are challenged with poorness. NGOs in Thailand in comparing to other developing counties are good recognized, the representatives of NGOs in Thailand are strongly taking portion in the development of the policy on disablement on a national degree ( â€Å" Thailand homo rights, † 2011 ) . More attending has been given to the world of individuals with disablements among the deprived people in developing states. International Organizations such as the World Bank province that individuals with disablements are the poorest of the hapless. Harmonizing to the United Nations Economic and Social Commission for Asia and the Pacific about 160 million individuals with disablements which are over 40 % of the entire figure of individuals with disablements are populating in poorness ( Takamine, 2003 ) . Around 100 million people in developing states have a medical status due to malnutrition and hapless sanitation ( Takamin, 2004 ) . Social exclusion helps to clearly grok the association between poorness and disablement. In developing states, individuals with disablements are more likely to see different types of societal segregation including: limited societal contact, exclusion from formal/informal instruction and employment, the community has low outlooks from them and they hold low outlooks for themselves, exclusion from the political/legal procedure, exclusion from basic health care, the lowest precedence for any limited resources such as nutrient, clean H2O, and heritage, and deficiency of support for the high disbursals straight linked with the damage such as dearly-won medical interventions ( Yeo, 2003 ) . All of these factors take away the chance for individuals with disablements to do an income, puting them in the absence of province support. Damage may be caused by malnutrition and hapless wellness that is a consequence of hapless people being deprived of health care and healthy nutrient. Poor people a re frequently oppressed and sent to work in unsafe conditions, which generates hazard of accidents and physical damage. â€Å" Poverty and disablement are reciprocally reenforcing, as individuals with disablements are socially excluded and equal societal services are non provided † ( United Nations, 2007 ) . In developing states we see a big sum of people who are handicapped and life in poorness. To better the fortunes, individuals with disablements in these developing states should be involved in all the development attempts of their states, and an inclusive development attack should be put in topographic point to cover with the different signifiers of societal exclusion. Disability is a major issue that requires strong support and partnerships from different participants. The procedure to outline the CRPD began in 2001, and in 2002 the United Nations Asian and Pacific Decade of Disabled Persons adopted a set of policy guidelines known as the â€Å" Biwako Millennium Framework for Action to Promote an Inclusive, Barrier-free and Rights-based Society for Persons with Disabilities in Asia and the Pacific † ( United Nations, 2007 ) . In the Framework, the rights-based attack is suggested for the formation of national disablement policies and assistance plans in the Asia-Pacific part ( United Nations, 2007 ) . This guarantees that individuals with disablements benefit from all the rights which other citizens enjoy. In developing states human rights tools promote the quality of life of people ; it is questioned whether the Declaration of the Right to Development would be better guaranteed by UN and international NGOs instead than single state provinces ( Dean, 2008 ) . International assistance organisations in some developing states have been the chief organic structure for promoting societal policy associated to individuals with disablements and supplying pertinent comfortss. Refering this Article 32 clarifies that international cooperation is â€Å" in support of national attempts for the realisation of the intent and aims of the present Convention † ( â€Å" Convention on the, † 2011 ) . UK, Australia and Japan are three developed states that have been involved in international development plans refering disablement and have set up policies on development cooperation. The UK has one functionary giver bureau that deals with disablement that has been playing a primary function in development assistance called the Department for International Development ( DFID ) . DFID works in association with NGOs and accentuates the rhythm of disablement and poorness and the authorization of individuals with disablements. Stating that â€Å" cut downing poorness by undertaking societal exclusion is a DFID ‘s policy † and â€Å" disablement is about favoritism and exclusion – cardinal facets of DFID ‘s work – † DFID is dedicated to turn toing issues of disablement in its development plans throughout the universe † ( â€Å" Dfid section for, † 2011 ) . In Australia the Australian Agency for International Development ( AusAID ) has besides made an attempt to â€Å" set up Australian leading on disablement † . Since early 2008 AusAID formed a unit of NGOs and other stakeholders to make new disablement scheme for the Australian assistance plan for 2009-2014, titled â€Å" Development for All † . Effective international leading on disablement and development is one of the chief aims of the scheme which is in confederation with CRPD Article 23 ( Saunders, 2007 ) . In 2003 the Japan International Cooperation Agency ( JICA ) in confederation with Nipponese experts and NGO representatives developed its policy paper on â€Å" support for individuals with disablements † ( â€Å" Nipponese abroad cooperation, † 2011 ) . Hundreds of voluntaries and professional are sent out yearly by JICA to both governmental and non-governmental organisations for support to work in particular instruction, physical therapy, vocational preparation, and many others. It has besides helped a figure of disability-related undertakings carried out by the authoritiess of developing states. ( â€Å" Nipponese abroad cooperation, † 2011 ) . The population of Thailand in mid-2007 recorded by the United Nations is about 62,829,000 million, with 5.7 million life in Bangkok the capital metropolis. The National Statistical Office ‘s Disability Survey in 2002 found that 1.7 % of the people dwelling of 1.8 % male and 0.9 % female had disablements. The rate among the rural population was twice that of the urban population harmonizing to the study. The Northeast 2.4 % , the South 1.9 % , and the North 1.8 % had higher rates of disablement, while Bangkok and the Central part had 0.7 % and 1 % ( â€Å" Thailand – asia-pacific, † 2011 ) . These statistics prove that rural parts have a higher bulk than the cardinal parts of hapless people, and more individuals with disablements live in these hapless parts. In 2007 1.9 million of the population had a disablement and the proportion of individuals with disablements to entire population was 2.9 % . ( â€Å" Thailand – asia-pacific, † 2011 ) . The Rehabilitation of Disabled Persons Act of 1991 and the united Ministerial Regulations which had been the chief legal instruments, was replaced by the Persons with Disabilities Empowerment Act which was enforced in 2007 ( â€Å" Persons with disablements, † 2007 ) . The Rehabilitation Act of 1991 set the footing for the rights of individuals with disablements to profit from public services. Other Acts besides involve rights for individuals with disablements such as the Social Security Act which gives registered individuals with disablements an allowance of 500 tical which is approximately 15 US dollars each month ( Camfield, 2009 ) . The National Education Act is besides in topographic point, which defends the rights of individuals with disablements to get instruction. However, compared to the current criterion of populating the survival allowance and other support are rather minimum, the day-to-day minimal pay of 2007 was 120 tical in Thailand. The National Office for Empo werment of Persons with Disabilities has been launched and works in coaction with other authorities bureaus and NGOs. These Acts guarantee that Thai individuals with disablements are given employment support and fiscal assistance, every bit good as educational, medical, rehabilitative, and services. District Public Welfare Offices and Health Centers offer aid to individuals with disablements, and Provincial Special Education Centers are responsible for educational services for kids with disablements ( Glassman, 2008 ) . The Thai authorities now has a more hands-on place on human rights. For illustration, the Thai diplomatic mission provinces that: â€Å" The state has increasingly striven to advance human rights consciousness through human rights instruction and to beef up legal models to advance and protect human rights in line with UN Conventions, in peculiar with respect to the rights of vulnerable groups † ( â€Å" The royal Thai, † 2008 ) . Furthermore, â€Å" Thailand has a long-standing committedness to heightening cooperation to elate the quality of life of adult females, kids and individuals with disablements every bit good as to guarantee their rights † ( â€Å" The royal Thai, † 2008 ) .Thailand ‘s confirmation of the CRPD was one of the earliest in Asia. The Persons with Disabilities Empowerment Act of 2007 is renowned as the first Thai jurisprudence to prohibit discriminatory and colored Acts of the Apostless against individuals with disablements and to penalize anyone that does non stay by the jurisprudence. Besides, the Act has expanded the rights for Thai individuals with disablements and explained these rights in more item. Most significantly the Thai authorities has confirmed its support for the CRPD by seting the domestic statute law to suit the CRPD ( â€Å" The royal Thai, † 2008 ) . There are four major NGOs which are involved in a broad scope of activities and influence on the Thai disablement policy which include: Thailand Association of the Blind ( TAB ) , the Redemptorist Foundation for People with Disabilities, the Association of Parents for Thai Persons with Autism under the Thai Autism Foundation, and the National Association of the Deaf in Thailand ( NADT ) . These NGOs epitomize individuals with disablements every bit good as their households ( Delcore, 2003 ) . Within the last few old ages in Thailand, all four NGOs acknowledge the Empowerment Act as an advanced legal device that has improved the legal and policy development, in footings of penalizing favoritism against those with disablements. They agree that even with an active disablement association and recent promotions at the national degree, the state of affairs of individuals with disablements has non been much improved in the rural countries due to poverty and countless societal exclusions. Many with disablements are still denied from instruction and employment. The private sector is in demand of more employment chances for individuals with disablements due to hapless apprehension and support of the employers. Furthermore, the quality of instruction and other related services for individuals with disablements requires more betterment in Thailand. Many individuals with disablements are have HIV/AIDS due to deficiency of instruction of it, and some individuals with disablements large ly deaf people are below the belt treated when it comes to legal instances due to incomplete gestural linguistic communication reading. Young adult females with disablements easy become victims of different developments, such as those with hearing damages or rational disablements are really weak and socially cut off and make non have sufficient instruction ( Delcore, 2003 ) . With the formation of the CRPD and the Thai Persons with Disabilities Empowerment Act betterments have been made at the national degree, nevertheless non much of a alteration has been made at the lowest degree in Thailand and other developing states. Stating that handicapped individuals have rights is of import although it may non be plenty to convey about a existent accommodation for handicapped individuals. All local leaders should be knowing about the rights of those with disablements every bit good as an duty to protect their rights. Another benefit is to hold local leaders with disablements that can function for the authorization and be an illustration to those with disablements in their community. This will recommend the demand to authorise individuals with disablements and educate local people on disablement issues. It is evident that the apprehension of the Thai public scope is limited refering the rights of individuals with disablements, and there is trouble in the transport ing out of the Empowerment Act and publicity of the CRPD in the authorities. They face many issues such as hapless apprehension, policies adopted by the cardinal authorities are non expressed in local authoritiess decently, and hence the apprehension of the rights of individuals with disablements at the local degree is really restricted. It is important to raise awareness through public instruction ( Delcore, 2003 ) . The Thai disablement policy is traveling on the right class. It is in a transitional period by following the international motions. The Thai disablement policy needs farther rating to hold existent execution. It is stressed that the appraisal and monitoring of policy execution are critical but presently missing. The future NGOs should be more involved in monitoring and rating. NGOs in Thailand and their representatives with disablements have been late really much involved in the formation of the national policy in comparing to the yesteryear every bit good as the environing developing states. While some people with disablements are asked to take part at the national degree, merely a little figure of individuals with disablements are take parting at the local degree. More local leaders with disablements and local self-help groups need to take part in the policy formation and force these plans at the local degree. More efforts should be made for authorising individuals with disablement s particularly in the rural countries ; the difference of the state of affairs of individuals with disablements between Bangkok and other parts has been increasing. The execution of Thai disablement policy should be farther dispersed in the hereafter by bettering local plans ( Delcore, 2003 ) . The Convention on the Rights of Persons with Disabilities has raised cardinal cognition of the rights of individuals with disablements in the developing states and has besides influenced the formations of their disablement policy. Thailand is a underdeveloped nation-state ; it has already ratified the CRPD and has launched an anti-discrimination jurisprudence for individuals with disablements. Article 32 on international cooperation in the CRPD states that â€Å" international cooperation is necessary to back up national attempts † . Through NGOs and civil society, and a state ‘s authorities, have the chief duty to back up and support the rights of its citizens with disablements and achieve international cooperation. Organizations of individuals with disablements and other NGOs have been the most active and have started the publicity of rights through their local webs. In Thailand, local leaders with disablements have great possible in distributing the ends of the CRPD a t the community degree. UK, Australia and Japan ‘s international giver bureaus have been involved for old ages, in helping the development for individuals with disablements. Distinguishing the relationship between poorness and disablement, these bureaus attempt to take in individuals with disablements and include them in their international development plans. Therefore, it is apparent that major giver bureaus are ready for the executing of CRPD Article 32 if they remain committed to achieve effectual execution. In add-on, their coaction with different associations that deal with individuals with disablements and other NGOs are turning, which will enrich plans of these bureaus.

Primary Dyslexia and Secondary Dyslexia Essay Example

Primary Dyslexia and Secondary Dyslexia Essay Example Primary Dyslexia and Secondary Dyslexia Paper Primary Dyslexia and Secondary Dyslexia Paper Dyslexia is currently one of the most well known learning disabilities found in school age children in the United States, and is the most common one faced in school districts. It affects approximately five percent of all elementary aged children (Mayo, 2007). This disorder can cause delays in the areas of reading, writing, spelling and in some cases even speech(MedicineNet, 2006). It occurs in varying levels from a mild problem creating an annoyance to severe impairment which can cause school failure and serious depression (MedicineNet, 2006). Dyslexia is often suspected when children of average to above average intelligence fail to obtain age appropriate levels of reading, writing and spelling. It is characterized by frequently misspelled words with upside down or transposed letters. In order to receive a diagnosis of dyslexia a vision problem and is ruled out. An additional factor to be considered is the educational opportunities available to the child. A child who had no opportunities to read would inevitably be delayed in the academic areas. A diagnosis of dyslexia can be devastating to both the child suffering from the disorder and the child’s family. Once it is diagnosed, the school district the child is in takes interest in the child’s well-being, but the thoughts and concerns faced by the parent additionally need to be addressed following a diagnosis. There are three identified types of dyslexia known as Traumatic Dyslexia, Primary Dyslexia, and Secondary Dyslexia (MedicineNet, 2006). The types of dyslexia are categorized by the suspected cause of the disorder, but the symptoms are the same. Trauma Dyslexia is caused by some kind of brain injury to the area of the brain that controls language skills. This type of dyslexia is rare (MedicineNet, 2006). It is not the typical form that is seen in schools. Primary Dyslexia is a hereditary disorder involving a dysfunction of the cerebral cortex in the brain (MedicineNet, 2006). This malfunction does not get better with age and there is no cure. People suffering from this type of dyslexia usually struggle with reading and writing throughout life and often do not read above a fourth grade level (MedicineNet, 2006). There are treatments that can be used to help the person with the diagnosis cope with the disorder however. The third type of dyslexia, secondary dyslexia, is thought to be caused by impaired prenatal hormonal development. This is not as common as primary dyslexia. It is more common in boys and does get somewhat better as the child reaches maturity (MedicineNet, 2006). Symptoms of Dyslexia are often not recognized until a child is school age, and even then the signs are often misinterpreted for other conditions. It is very easily misdiagnosed as Attention Deficit Disorder, as the observable symptoms, distractibility and acting out, are very similar to symptoms of ADHD. Besides the acting out, some of the most noticeable signs are the child’s apparent inability to read, write or spell at age level even though the child may be very intelligent in other areas. Children with dyslexia typically write letters backwards, upside down or in the wrong order. They may read the words without comprehending what they are reading. In addition to the reading and writing problems, some behavior concerns sometimes are also present such as an easily distracted child, a disorganized child, or one who seems to cause trouble in class (WebMD, 2006). These behaviors manifest due to frustration over not being able to understand what is expected. Self esteem issues often come about due to the frustration and the embarrassment of having to admit having reading problems. Due to the embarrassment of not being able to read at age level, many children will find ways to hide the disability, which leads to a large number of cases either not being diagnosed at all or being diagnosed late. Once the problem is discovered it can be treated somewhat successfully in most cases. Treatment for this disorder is quite different than that of most disorders, because it does not involve medication. There is no cure to get rid of dyslexia, once someone is diagnosed with it he will always have it. However, training is available to help most children diagnosed with dyslexia retrain their brains to function at the highest possible level. These learning strategies work best the earlier a diagnosis is made, however older children and adults can still be helped by the learning strategies. Some of the strategies involve a way of learning that differs from traditional learning styles. Although there is no cure for the disability and people with it struggle throughout life, it is treatable. People can develop skills to cope with the disability and the vast majority can be very productive. People with dyslexia often excel in areas of complex thinking and creativity. Many of them become designers, engineers and even doctors. Once people with the disorder can learn to cope with the frustration and find ways to compensate for the brain confusion, many can read and function successfully. Dyslexia greatly impacts not only the child diagnosed with it but also the child’s family on a larger scale society. The child deals with the daily frustration of trying to keep up with other students, when he sees every word differently than the other children. When the words do not look right and are difficult to figure out, the child soon looses interest in reading, and simply begins trying to find ways to hide the fact he does not understand how. He might begin to act out as a way to distract others from realizing that he is having difficulty reading. If the disability is not discovered and diagnosed soon, the child continues to fall behind his peers in his reading development and the embarrassment becomes worse. This can lead to additional frustration, acting out and failing grades. When the child’s peers discover the problem or learn about the failing grades, they begin to tease the child increasing the distress and frustration. When the child’s parents become aware that the child is having problems, the child has often been covering it for some time, but can no longer maintain good enough grades to hide the problem. Parents become impacted by the child’s struggle to maintain good grades and to keep up with peers in reading and writing. They often feel helpless because they do not know how to help the child. Parents want their children to be happy and do well, for this reason it is very difficult for them to see their child struggle. In order to avoid having to admit there is a problem or to answer questions, the child learns to avoid all situations that might place him in a negative situation. Sometimes the child becomes withdrawn from the parents and other people around. This withdrawal due to embarrassment and frustration can cause problems with not only family relationships, but with other social relationships as well. The child may stop associating with friends and spending more time alone. They might cut off contact with friends or romantic interests due to a fear of admitting they have difficulty reading. Society is affected not as much by one child with dyslexia, but with the large numbers of children affected by the disorder. School districts are required to educate the children in the district, and if a significant percentage of the population is not performing to age level, this goal is not being reached. Continual pressure is being placed on society to graduate smarter and better educated young people, therefore the pressure is increased when the there are large numbers of people who do not process information the same way average people do. This requires society to take a new look at the way it educates children and what needs to be done to help all children perform to the best of their ability. The good news is that people who have dyslexia can be helped and those who care about them can learn how to help them. Parents can help their children by offering support. One of the first things they need to do is get to know their children and work with professionals to find the best way to teach them (Shaywitz, 2003). For children who do not want special treatment, there are a number of books and workbooks that parents can get to work through with their children. Some of these encourage young people to talk to parents and doctors about the problems they experience (Shaywitz, 2008). It is very difficult for a child to admit problems, but when he has the courage to tell someone, the first step is to get the child tested. This can be very stressful for the child, but is needed in order to get a proper diagnosis. Once the diagnosis is made, a team of parents, teachers and other professionals can develop a plan to help the child reach his maximum potential and regain confidence. In order for this plan to be completely successful, the child needs to be included in order to allow him to provide input on what procedures are most helpful. Once the child has learned coping skills to help him become more confident and independent, hw will become less withdrawn and more academically capable. Sometimes the testing procedure and the treatment can be more detrimental to a child’s self-esteem. If a child is older when the problems are discovered, being placed in a special program and labeled as disabled causes an impressionable child more stress and trauma than he was already feeling. The treatment needs to focus on the best ways to meet the needs of the child instead of how to make the school districts success numbers look better. If the child is subjected to further embarrassment through the program, he might withdraw even more or be teased more. This could lead to lower development and in some cases dropping out of school or suicide. With laws being passed in the last several years, to make sure that all children are adequately educated, schools have been subjected to increased pressure to graduate children. For this reason there are greatly increased opportunities for children to have additional training and classes. Special and individualized programs have been designed to help children with disabilities be successful. These programs are very good and helpful for the children if the focus is kept on the children. There can sometimes be problems when the school rather than helping the child become more successful, the school lowers the standards simply to graduate children. Although, the children need some extra assistance and sometimes a series of smaller goals to reach the larger ones, they need to be able to reach some basic expectations in order to be considered a graduate. The drawback of graduating ill-educated students from high school, means that people are being into the adult world without the proper skills to function successfully in the world. Most people have heard of dyslexia, but many of them think of it as an inability to read without having a full grasp of what the disorder involves. They know it has something to do with turning letters around, but are not aware of the depression or behavior problems that can be caused by the frustration of wanting to succeed and not being able to. Children with dyslexia are not lazy or less intelligent. They are children who can be very successful and intelligent if the need for a different learning method is determined early enough to develop a plan of success that works for that specific child. The vast majority of people with dyslexia can meet the requirements for graduation and become successful adults, if they are able to learn the strategies to enable them to compensate for the ways their brains process information differently than the average person. Having a diagnosis of dyslexia does not make them any less valuable to society or less likely to contribute. They simply view words and letters differently than the average person and need to compensate for this by learning to use their brain processes to understand the words that other people can view easily. It can be done, and many people prove every day that it can be done successfully. The important thing is that the children diagnosed with the disability have much needed support in order to refrain from using the disability as an excuse to fail rather than a reason to succeed. Resources: Dyslexia. (2007) Mayo Clinic. Retrieved November 20, 2008 from: Dyslexia MayoClinic. com Dyslexia. (2006). MedicineNet. Retrieved November 20, 2008 from: Dyslexia Symptoms, Signs, Causes, Types, Diagnosis and Treatment on MedicineNet. com Dyslexia Symptoms. (2006) WebMD Retrieved November 20, 2008 from: Dyslexia-Symptoms Hultquist, Alan M. (2008) What is Dyslexia? : A Book Explaining Dyslexia for Kids and Adults to Use Together Jessica Kingsley Publishers/Philadelphia. Shaywitz, Sally Md. (2003) Overcoming Dyslexia: A New and Complete Science-Based Program for Reading Problems at Any Level Random House/New York.

Homework Invention and Transformation Key Points

Homework Invention and Transformation Key Points Invention of Homework: Who Is to Blame and Did He Hate Students That Much? Probably every student sitting over fill-in test sheets, verb lists or math problems has wondered at least once who designed the after-school learning process a.k.a. homework and why he did it. Obviously not for the love of science and learning, since such loads of homework just overburden students and make them sleepy and tired all the time. But why, then? Because students were too loud and nasty and so it was a kind of punishment to make them learn even at home? Or because a teacher was lazy, busy or absent and so students had to catch up with the curricula on their own? Well, the history of homework is not that dramatic or mysterious, but it does contain some useful insights that can benefit both students and teachers. A Bit of History Although no source provides clear mentioning of homework through the long history of education up to the 19th century, it is most probable that it existed in this or that form all along the way. Doing observations, composing verses and speeches in rhetoric in the antiquity, memorizing prayers and Biblical texts in the middle ages, acquiring knowledge about the natural world from books and from nature in times of the Industrial revolution – it all required work beyond classroom walls. Besides, methods of teaching and available supplies before the invention of the printing press meant that most things had to be learned by heart. So information was either copied from valuable books or from teacher’s voice and learned after classes, or learned in class through chanting and mnemonic tools, thus being homework done in class. Some cite Marcus Quintilian, a famous Roman orator and teacher, as a first person to explicitly assign homework, but there is no clear written evidence for it. However, Quintilian was a first humanist teacher who focused on the needs of child and benefits of early education, so his influence is recognized today even without reference to homeworking. The appearance of the printing press meant that books were made available to a much wider audience, and so opportunities to make kids study after classes efficiently became wider. Fiction and non-fiction literature of early modernity sometimes mention children learning their lessons after classes to be able to recite them in class on the next day. Thus homework was in full bloom long before the thorough overhaul of education in the 19th century and the establishment of a truly comprehensive and standardized educational system. Homework Timeline In the 19th century and closer to the 20th century needs of developing economy and advances in child psychology and physiology meant that educational approaches and beliefs had to be reconsidered if they were to prepare kids for the life in new conditions. Class time was limited and standardized, a content of study aligned all across the country and made more practical, teachers were certified and the outcome of education was also outlined in measurable terms. Learning was to be intense, but class time could not host all information and activities anymore. Thus homework became an important part of education, but it also became regulated and quantified, relying not only on memorization but on independent work and creativity as well. The name of Roberto Nevilis is sometimes connected to the history of homework but he cannot be credited with inventing something that actually existed long before. It is possible that he was the first to put forward a scientific foundation for how to assign homework, but we will never know it for sure. Nevertheless, the real value and proper rationing of homework were being tested and adjusted well into the 1930s, when an explosion in psychological studies helped understand educational needs of children and how they can be nurtured and supported, not destroyed, by homework. Namely, there are benchmarks that differentiate useful homework from a homework dispensed as a punishment: Educationally useful homework is feasible (i.e. practically sound and accomplishable) It is not excessively large and difficult (part of feasibility) It is dispensed when students are independent enough to study without a teacher. These are basic requirements that apply to any kind of homework. Thus when students claim that they cannot cope with homework load because it consumes all their time it means that the first two commandments of good homework are breached and its benefits rapidly decline. But how does homework work? It is not a pun, there are scientific explanations of the process of knowledge acquisition that do point to the necessity of homework. Read them through, and you will never doubt the necessity of homework as such. Today no one doubts that proper homework helps to consolidate the freshly acquired knowledge and provides an opportunity to work independently and to find out what pace and methods of learning work out for every particular student. Thus good homework targets at achieving these goals and at enabling students to get the maximum of benefits from every topic studied. in class, the material is newly acquired and comprehended. Everything happens in time-pressed manner, where after learning new topic students are to take tests, do exercises or engage in some other unrelated kind of activities because the curriculum is wide and time is scarce; to get a better understanding of material repetitive reading and analysis are required, and they can happen out of class only. So reading and analyzing at home improves understanding and internalizing of knowledge; scholarly concepts can be tricky to grasp in class on the go, so at home, where nothing distracts and time permits, their assimilation and memorization happen more easily and naturally; memorization cannot happen immediately, every student has their own memory capacities, and what one remembers immediately, the other can memorize only after reading it a dozen times; what is repeated at time intervals and rehearsed at home is learned much better than something learned in the classroom only; homework gives time and space to be creative, to come up with new ideas, play with them, research, and so on. So indeed it is a tool of boosting creativity and independence. But we will remind again, all these good things happen only when homework is feasible and limited in time. If all free time of students is consumed by learning only, the benefits of homework turn into downsides. Besides, when assigning homework teachers and instructors need to take into consideration that acquisition and internalization of material happen through various kinds of activities, not only through reading and writing. The learning process includes several stages: initial perception understanding of perceived concepts consolidation formation of skills application of skills in practice. Every mentioned stage needs its own methods of work, and teachers are to select combinations of these methods to include into homework so that every aspect of the learning process was involved and activated. It is a complex task indeed, but if performed properly, homework turns from a nightmare into a cool journey full of discoveries and wonders. Genuine Goals of Homework Believe it or not, but homework was not created out of spite towards naughty students. It was born out of necessity and proved its value across continents and times. Different countries apply different standards in regard to the amount of homework. There were times when this load was on the rise, then the tide receded and kids had more freedom, now the high tide of a home task is back again. But no matter where properly measured and diversified homework enables students to do more than in class and to do so in comfort: students can plan their work as they want they can study without someone assessing them they do not have to haste or put a stop in the middle of a sentence to turn the test in they choose the pace and rhythm they use all the sources they need. Thus home task supports the academic activities performed in the class and provides space for more activities that help students know more and study better. Indeed, they memorize the stuff learned in class, revise and refresh in memory previously learned things and consolidate and apply newly acquired skills. That’s the goal of a good education, and homework is an integral part of the path towards it. But in addition to these purely academic benefits, homework develops in students more general life-saving skills: responsibility, self-planning and will basics of self-education research and information evaluation skills, use of various sources information processing capacities (analysis, synthesis, hypothesizing, analogy, etc.). These primary and secondary goals and benefits can all be achieved – and are achieved – under a proper application of homework and its types. Combination of different varieties of assignments is a key to helping students learn and not killing their curiosity. But what are these types? Optimal Types and Scopes of Homework Types of homework are the same as types of work in class, and so a combination of several of them makes home learning not so boring and more effective: Initial acquisition of information from textbooks/lectures Written exercises Oral exercises Memorization exercises Creative tasks Large written projects Craft projects Lab work, experiments, field work. Each kind of work is valuable in itself, but when put together in moderate amounts and diversified, they work wonders when assigned for home performance. If you need any kind of the above-mentioned tasks, just let us know and you will get the A-grade assignment completed as fast as you need it. Homework and Improved Education: Mission Possible? So what’s the conclusion? It looks obvious now that canceling homework is implausible and senseless since it will hurt the educational process. After receiving information in class students need to consolidate it, refresh in memory and apply in practice. It all can be done successfully at home only when time permits and a student is relaxed. If all conditions of good homework are met, it will work wonders for students’ skills and grades. And of course, it is wrong to believe, as some teachers do, that homework is a way to discipline kids and teach them time management. It is not. It is neither a punishment nor a mechanical tool of oppression. It is a valuable addition to the class time that helps students learn better and learn more. But teachers should understand this role of homework and organize it properly and reasonably, in the first place. In other words, they should learn their lesson.