Special Education and Needs Essay Example | Topics and Well Written Essays - 2500 words

Special Education and Needs - Essay Example (Florian 2006).These children need special attention and care and that is why special education is needed. The quality of educating special children should improve. Inclusive education is not made compulsory in all the countries. Inclusive education is modifying the existing system to suit the needs of these special children. The government should take measures to provide proper education and other facilities to the special children. Though there is an increase in the number of schools, the people selecting these schools are still less. Most of the disabled children are not enrolled in any of the schools and they feel they are different from others. Educational institutions all over the world are trying hard to provide the necessary facilities for the disabled children. Government should provide the resources required to manage the special children. Inclusion helps in providing the essential opportunities to all students. It helps in increasing the involvement of students in all types of activities. The existing government and their policies on special education and inclusion are better than how it was before. But this is not sufficient, as disabled people find it difficult to mingle with the normal people. Although there are several institutions that help these children and include them, this has to be increased. In countries like U.K and America, where the number of service organizations are limited, it becomes difficult for the parents to manage such children. More service organizations should be established and they should take the initiative to help these children. Government must organize all this and make sure the special education is provided to everybody without any discrimination. Inclusion is done to enable all students including the disabled to participate in all activities. They should not be separated from others; doing so will spoil the child's mind. America When compared to other countries, America has the major number of schools that educate students with disabilities. The number of students in the special education is rapidly increasing, which in turn leads to the increase in the special education schools. Generally it is difficult to make out the student who has disability from the normal students, as not all of the disabled people will be severe. American education system is being inclusive as it includes people with all sorts of disability. (Mitchell 2005).Disabled students will not be able to perform well when compared to the other students. Hence special care should be taken to make them excel in the academics. Most of the special children pursue their high school, where as there is a decline in the disabled students completing the high school. Once they complete their education, most of them try and engage in any employment and some continue their higher education. This information was revealed by a recent survey conducted in Am erica. America is definitely growing at a fast pace in improving the special education institutions. As seen in the survey report, America is better than the other countries in terms of the inclusion and education for all. There are so many schools that concentrate on educating these special and disabled children. To enhance the existing education system, the schools should be made aware of the disabilities and special children. The teachers and the faculties must have knowledge about the problems and how to help them in continuing their education. New strategies can be adapted

Focus on the Learner Essay Example for Free

Focus on the Learner Essay 1.Group Profile Its a mixed group with a very mixed cultural background as only three students are actually from Germany. Four of the students were born in another country e.g. Lithuania, Turkey, France and Romania. They all moved to Germany as adults and all share German as a common language. The group is heterogeneous concerning the age they started learning English. Two students started learning as adults while the others started learning at school. Most of the students have learnt another language as an adult and therefore have previous language learning experience. The motivation for doing the course is quite high and the group can be divided into two groups – students who need English for their job/university and students who want to learn for their own enjoyment. They are all at upper intermediate level. Except for one student (who could be classed as a converger), the overall group could be classed as concrete learners. They enjoy the social aspects of learning and like to learn from direct experience. They are interested in the language and they enjoy games and group-work in class. The entire group could also be classed as communicative learners because they show a degree of confidence and a willingness to take risks. They are much more interested in social interaction with other speakers of the language than they are with analysis of how the language works. (Learning styles based on Keith Willing [1987]). 2.Strengths and weaknesses Grammar The students are weak when forming the present simple (especially 3rd person singular) (e.g. I must to take the train, She like climbing, Stephen come from Australia) very often confusing it with the present continuous. (Sometimes Im reading Turkish books). Most students also have problems when using the simple past (we seed its ill, I gone to school with her, We can found this in a school, Where are you born?, She were †¦). Some students also have problems with verb-noun collocations (e.g. She make all the housework) Vocabulary The students have a good basic knowledge of vocabulary. They can talk about themselves, where they come from, their profession, their families, experiences they have had in the past and things they like to spend more money on. (Example of good language: My picture is a technical object but I really dont know what it is used for, Because you met the Pope, you changed your mind You said dug – so it is dig, dug, dug = verb orientation). Many of the students try to translate directly from German into English (The cat was by us) and sometimes use a German word in a sentence, using it questioningly enabling other students to help out with the correct English word. The students respond very well, offering suggestions until correct answer is found. Most of the students focus on finding the exact translation of the unknown word rather than trying to paraphrase their idea. Pronunciation All the students have a strong L1 interference and speak with an accent. The group responds well to drilling the right pronunciation and where to put stress on the words. They are keen to sound natural and like repeating after  the teacher. Some students pronounce the endings of words that arent necessary e.g. clothes, See instead of sea, Lus their jobs Words: 208 3.Strengths and weaknesses skills Reading The students are able to read a text fairly quickly in order to understand the overall meaning. After enquiring about a few words of vocabulary (sometimes looking this up themselves in a dictionary) they are able to answer all the questions quickly and correctly. Listening The students are able to listen to texts read to them and in most cases understand the general meaning already after the first time. After hearing the text for the second time, they are able to answer questions, in most cases correctly. The students react well to instructions and during conversation they wait patiently until their dialogue partner has finished. One student is a panicky listener, the others all seem to be relaxed listeners. Writing The students have a wide range of vocabulary appropriate for the given tasks. Their sentences are well-structured and they make few mistakes. Speaking The students try to use structured sentences. If they are confident with the vocabulary hesitation is less frequent, with new vocabulary or grammar most students hesitate frequently. The students are motivated to improve their speaking ability and they make a great effort to only speak English. Some of them use gestures when they do not know a word, others switch between German and English, using the German word to fill in the gaps in the sentence (I go with the Straßenbahn, I make Teig with Zimt and †¦). 4.Recommendations Language development 1.Total English Workbook (Pre-intermediate) Antonia Clare/JJ Wilson – Longman Publishers Page 8, Section 1.3Grammar : Present Simple vs Present Continuous Justification:All 3 exercises on this page help the students to distinguish between the present simple and the present continuous. It also concerns activities they can associate with 2.New Cutting Edge (Pre-intermediate Students Book) Sarah Cunningham/Peter Moor – Pearson/Longman Publishers Module 4, page 34Language Focus 1 Present continuous and present simple Justification:At the top left of the page there is a grammar exercise section where the students have to underline and give an example of the present simple/present continuous. Exercises 1 and 2 help to practice the use of them. 3.Language to go Students Book (Pre-intermediate) Gillie Cunningham/Sue Mohamed – Longman Publishers Lesson 3, page 9 – The Present (Grammar focus) Justification:Exercises for the students to practice distinguishing between Present simple and Present continuous. First of all filling in the gaps, then writing their own email and finally using the language by talking in pairs 4.Total English Students Book (Pre-intermediate) Richard Acklam/Araminta Crace –Pearson/Longman Publishers Chapter 1, page 14 – Review and practice Justification:Exercises for practicing both present simple and present continuous (including question-forming) 5.Clockwise Pre-intermediate Class Book Bruce McGowen Vic Richardson – Oxford University Press Chapter 25, page 65 – Present simple and continuous Justification:Students can fill in the tables with the verb and then complete the rules for using Present simple and continuous themselves in exercise 1 6.New Edition Basis for Business David Christie – Cornelsen Oxford Unit 2, pages 24 and 25 – Further study (Simple present and present continuous) Justification:On page 24 there is an explanation of when to use simple present and present continuous and on page 25 there are exercises to practice 7.New Edition Basis for Business David Christie – Cornelsen Oxford Unit 3, pages 37 and 38 – Further study (Simple past and past continuous) Justification:On page 37 there is an explanation of when to use simple past and past continuous and on page 38 there are exercises to practice 8.Powerbase Pre-intermediate David Evans – Longman Publishers Unit 4, pages 30 to 33 – Going places Justification:The article on page 31 is quite interesting for the students. On page 30 they can fill-in the verbs in the past and present form and on page 32 the past simple can be practiced in exercises. 9.Business opportunities Vicki Hollett – Cornelsen Oxford Unit 5, Growth and development, pages 50 and 51 – Past experiences Justification:The article on page 31 is quite interesting for the students. On page 50 they can fill-in a time line. On page 51 there is an explanation on when to use the simple past, questions for the students to answer and discussion exercise. Skills development 10.Business opportunities Vicki Hollett – Cornelsen Oxford Unit 2, Telephoning to make arrangements, pages 23, 150 and 151 Justification: Students usually enjoy doing role play. In these exercises they work with a partner and discuss a) a conference programme and b) arranging a meeting. 11.Business opportunities Vicki Hollett – Cornelsen Oxford Unit 7, Telephoning to exchange information, page 73 Justification: Students will probably find the stories on this page quite amusing. They will then discuss any car accidents or funny incidents that they have experienced themselves. References: 1.Total English Workbook (Pre-intermediate) Antonia Clare/JJ Wilson – Longman Publishers 2.New Cutting Edge (Pre-intermediate Students Book) Sarah Cunningham/Peter Moor – Pearson/Longman Publishers 3.Language to go Students Book (Pre-intermediate) Gillie Cunningham/Sue Mohamed – Longman Publishers 4.Total English Students Book (Pre-intermediate) Richard Acklam/Araminta Crace –Pearson/Longman Publishers 5.Clockwise Pre-intermediate Class Book Bruce McGowen Vic Richardson – Oxford University Press 6.New Edition Basis for Business David Christie – Cornelsen Oxford 7.Powerbase Pre-intermediate David Evans – Longman Publishers 8.Business opportunities Vicki Hollett – Cornelsen Oxford

Belly Dancing Essay -- Art, Dancing

Hate doing crunches? Do they strain your back and neck muscles? Try belly dancing, it gives you better benefits than the average crunch with less pain. In addition to the physical and emotional benefits, belly dancing also has an impact on child birth and ones creativity in an entertaining manner. The physical benefits of belly dancing are, being able to become healthier, and in better shape. Being out of shape can also affect a person’s emotional-state. Participating in belly dancing can benefit ones self-esteem, and help their emotional well-being. Ones emotional-state can take a toll for the worst or the best when trying to become pregnant. Belly dancing is said to help the chances of a woman trying to become pregnant. Belly dancing also helps the birthing process, and can also help your pelvic muscles after pregnancy. Being pregnant can affect ones choice in attire. Belly dance allows one to become creative through the choreography and also their attire. Belly dancers bri ng out the most of their creativity while performing on stage. Belly dancing is very beneficial to ones physical and emotional state and could also help with the birth process; therefore it should be applied as a creative and entertaining form of daily exercise. Belly dance has physical and health benefits, remember; â€Å"A healthy heart is a happy heart†. According to Pina Coluccia â€Å"Belly Dancing strengthens the heart muscle and stimulates circulation† (Coluccia 84). Belly dancing is considered an aerobic or cardiovascular exercise. â€Å"Belly dancing can be considered a cardiovascular exercise, because it has similar effects as jogging or cycling† (Coluccia 84). Kanina says â€Å"Most of the students that attend my belly dancing classes, use belly dancing as a form o... .... The creativeness of belly dancing is brought out by what the women or men wear, and also where they are performing, and what style of belly dancing they are performing. If a woman is pregnant and is performing she could wear a dress and hide her belly, or she could emphasize her belly and wear a bra and a skirt. Belly dancing depends on the person; if they want to be more physically fit it is a good form of exercise. If a person wants to boost their self-esteem level practicing belly dancing will allow them to come in touch with their spiritual self. Also if a woman wants the birth process to be an easy belly dancing practices the birthing dance or movement. Belly dancing is very beneficial to ones physical and emotional state and could also help with the birth process; therefore it should be applied as a creative and entertaining form of daily exercise.

Pride and Prejudice Essay

Jane Austen’s novel Pride and Prejudice (1813) is believed to originate from the manuscript called First Impressions that have been written between 1796 and 1797. The initial title indicates that characters’ behavior and evaluations are influenced by their first impressions. The second title stresses the importance of such psychological traits and mechanisms as pride and prejudice. In a course of the novel personages change a lot so far as they understand that perfunctory attitudes and assessments are false when being devoid of knowledge of the context and understanding of an individual’s character. The present paper tackles upon analysis of Austen’s book as being researched through a lens of psychology. Contemporary science introduced the â€Å"social stereotypes† concept which significantly influences people’s interaction within a given social group. Among many other important contributions, the novel of interest teaches us to approach carefully decisions as related to our interpersonal acting and judgment of group members according to first impressions. The effects, dangers and consequences of premature evaluations as based on social stereotypes will be analysed with specific examples from the book. The novel under review is believed to be an example of psychological writing or novel of human relationships. As Sherry has acknowledged, the writer is always aware of â€Å"the presence of other individuals with whom it is either a duty or a pleasure to mix† (611). The very title of the book consists of two psychological concepts. The one of â€Å"pride† denotes a trait of character associated with high self-esteem. Another one of â€Å"prejudice† refers to a situation when a person makes decisions regardless of the context and relevant features of a case or individual. In regard to the issue of Austen’s psychologism, critic Bloom has cited Ian Watt, an important theorist of literature from Stanford University. The latter has claimed Austen to be â€Å"the commenting narrator† in the sense that her â€Å"analyses of †¦ characters and their states of mind, and her ironical juxtaposition of motive and situation †¦ do not seem to come from an intrusive author but rather from some august and impersonal spirit of social and psychological understanding† (39). In his turn, another literary critic, Ryan, has defined Austen’s psychologism as an â€Å"experiment in schematic psychology† (33). The latter definition with its emphasis on the writer’s schematism in delineating people’s behavioral patterns and analyzing their internal and external drives seems to be really accurate, given the recent developments in psychological science. Just think of the plain statistics: in Austen’s text, there are 48 references to the phenomenon of â€Å"pride,† which is accessible through direct observation, but there are only 8 cases of mentioning the phenomenon of â€Å"prejudice,† which requires a deeper understanding of psychological mechanisms and social contexts. It seems that the writer lacks instruments and concepts to analyze human behavior at a deeper level but this is not Austen’s fault. Being unaware of any of the recent theories of social sciences, she nevertheless hits the very essence of the process that would later be called â€Å"social stereotyping. † Let us prove this hypothesis on the example of the â€Å"pride† concept. First time it is explained in Chapter 5 by Mary Bennet, the most earnest of the Bennets, who is interested in social theory. Upon the ball at which the local society has got acquainted with Fitzwilliam Darcy, the rich and handsome gentleman from London, women start discussing the newcomer and label him as being â€Å"eat up with pride† (Austen 25). On occasion, Mary has demonstrated her education, saying: Pride is a very common failing†¦ human nature is particularly prone to it, and †¦ there are very few of us who do not cherish a feeling of self-complacency on the score of some quality or other, real or imaginary. Vanity and pride are different things, though the words are often used synonymously. A person may be proud without being vain. Pride relates more to our opinion of ourselves, vanity to what we would have others think of us. (ibid. ) The validity of Mary’s (i. e. , Austen’s) remark has been acknowledged many decades afterwards by contemporary psychologists including Hunyady and Ryan. Whereas Mary Bennet operates the phrase â€Å"opinion of ourselves,† when referring to characteristics ascribed to the self by an individual, Ryan uses the term â€Å"self-ratings† (191), and Hunyady employs the term â€Å"self-image† (189). Both Mary (i. e. Austen) and modern scientists are aware of the complexity of perceptions as featured by the subject and members of the group. To proceed with comparison, whereas in the novel there is made a distinction between â€Å"pride† as a self-rating and â€Å"vanity† as the rating imposed by the community, Ryan speaks about the concept of â€Å"social stereotype. † The psychologist has ac knowledged that it consists of the two basic elements: â€Å"the perceived stereotypicality of a group (i. e. , the perceived extremity of the central tendency) and the perceived dispersion, or diversity, of group members† (191). This point is not Ryan’s unique invention. On the same issue, another social scientist, Hunyady, has stressed the duality of social processes as occurring both within the specific group and outside it. Observing the complexity of relationships in dynamic social contexts, Hunyady has emphasized the following: †¦ [T]he categories of persons and the related stereotypes do not stand on their own but rather are components of some kind of a system. †¦ [S]tereotypes are the mosaic pieces of a picture formed of the whole society. One not only gets to know his individual companions or groups of his companions but also tries to get a comprehensive view of the entire human world and of society, in which he and his fellows have a place and a more or less stable environment. (189) In other words, psychologists argue that in a process of exhibiting the new object to the social group, the behavior of group members in regard to this object is predicted by realistic group conflict theory and social cognition theories of social categorization. Every subject unit of the group obeys to a certain set of normative regulations. An individual does not function on his/her own but clearly fits into this or that community. Subsequently and inevitably, a person evaluates oneself according to the degree of membership, or the extent to which his/her ratings of the self, the group and social processes conform to the summated ratings of other people belonging to that group. As Ryan has indicated, there is a â€Å"central tendency,† or the core perception of the phenomenon that is agreed upon by all group members as being guided by a set of shared norms, and there are also deviations from the mainstream. The latter are allowed by those group subjects who are less inclined to stereotype the phenomena of life due to their intellect and character. Taking this conceptual framework into consideration, we should admit that the stages of the social stereotyping process are brilliantly revealed by Austen in Pride and Prejudice, albeit the narrator employs a simple, non-scientific language. There is a specific group in the countryside 19th century England whose members share the common regulations concerning people and events. The highest value is attributed to the upper class membership, wealth, and appearance. There is â€Å"the aura of a small, enclosed community of talking, visiting, and company† (Sherry 611) that confines every person to the specific role and place. In this social atmosphere, first impressions, which are based on the abovementioned features of appearance and sweet manners (i. e. , those which do not deviate from the central tendency), become the long-lasting tags for an individual. It is extremely difficult to overcome the sustainability of these immediately formed stereotypes. Since the very moment of his entry to the ball room, Fitzwilliam Darcy drew the group’s attention. He is a new person to the community, and at first sight he seems to be in accord with the shared set of norms so far as the man is high, good-looking and enjoys a substantial income of ten thousand a year. However, conforming to the stereotype of a â€Å"good man† in the sense of outlook and social position, Darcy becomes a breacher of discipline in terms of his relationships with other group members. Darcy is claimed â€Å"to be proud; to be above his company, and above being pleased; and not all his large estate in Derbyshire could then save him from having a most forbidding, disagreeable countenance† (Austen 14). The reason for such a shift in attitudes is the man’s denial of the spirit of companionship that is somewhat more important to the community than the characteristics of its individual subjects, however handsome and wealthy they are. The clue to understanding the first impression of Darcy is provided in the scene where young women are discussing him after the ball. Charlotte Lucas, the best friend of the second Bennet’s daughters Elizabeth, who is the main female personage of the story, justifies Darcy by the fact that his high self-rating is understandable so far as he possesses every feature admired within the group: His pride does not offend me so much as pride often does, because there is an excuse for it. One cannot wonder that so very fine a young man, with family, fortune, everything in his favour, should think highly of himself. If I may so express it, he has a right to be proud. (Austen 25) In other words, this is not the man’s high self-esteem that hurts the senses of the locals. His drawback tackles upon not the pardonable attitude of pride but the regrettable vanity, or the overt negligence of the shared persuasion that the given social group is the best environment for any dignified individual. Regarding the eagerness to enter the local community and borrow its toolkit of stereotypes, Darcy represents a sharp contrast to an amiable young officer, Mr. Wickham. The latter is as handsome as the former but is more eagerly accepted by the group so far as he gladly steps into social intercourses with every member of the circle. As the personage himself has confessed, â€Å"I have been a disappointed man, and my spirits will not bear solitude. I must have employment and society† (Austen 98). This weakness and lack of the so to say inner rod is initially perceived as a virtue by group members. Austen’s mastery is made evident in the scenes documenting the usual intercourse between group members so that the reader can get impression of the relationships permeating the group atmosphere and learn the principles which back up the social stereotypes of that time. To make a clue to her heroes’ characters, the writer provides short explanations of the people’s psychological background. People and events are evaluated by many people who exchange remarks on the issue of interest, although Austen takes a particular interest in the phenomena as perceived through the eyes of Elizabeth Bennet. This is a beautiful and intelligent young lady of 20 years old who displays â€Å"a lively, playful disposition, which delighted in anything ridiculous† (Austen 16). She deserves the reader’s appreciation, demonstrating â€Å"more quickness of observation and less pliancy of temper than her sister, and †¦ a judgement too unassailed by any attention to herself† (Austen 20). Due to her intellect and sociable yet a bit absent-minded character, Elizabeth exhibits the perfect ability to deviate from the central tendency in her assessments and evaluations of life matters. The second of Bennet’s daughters is obviously the only group member who could have appreciated Darcy’s ability to let the world slide, if not for the case of personal injustice. She cannot forget the pain that has been caused to her own self-esteem. The thing is that Elizabeth has heard the handsome newcomer admitting that she is not enough beautiful to dance with. The remark is enough for the young lady to start detesting the offender to her pride. As Elizabeth herself has stated, â€Å"I could easily forgive his pride, if he had not mortified mine† (Austen 25). The first impression of Darcy’s rudeness at the ball is driven by the clash of self-esteems, and negative perceptions color the young lady’s further conceptualization of the hero up to the very moment when he reveals his love toward her in Chapter 34. The futility of first impressions is demonstrated through the description of Elizabeth’s relationships with Darcy and Wickham as well as her understanding of Bingley’s character. As it has been stated earlier, all three men fit the shared group’s concept of â€Å"an appropriate gentleman† in terms of their looks and wealth, albeit Wickham is not as rich as the other two men and pretends to be a man who is unjustly insulted. He pretends to be modest and good-hearted when he says, â€Å"I have no right to give my opinion† or â€Å"I am not qualified to form one† (Austen 96) in regard to Darcy’s background, and immediately afterwards he does his best to ruin Fitzwilliam’s reputation. All Wickham’s envy of Darcy is demonstrated in the following characterization: â€Å"The world is blinded by his fortune and consequence, or frightened by his high and imposing manners, and sees him only as he chooses to be seen† (Austen 97). The remark provides the reader with a hint concerning Darcy’s manner of functioning within the upper class social circle. Among this threesome with Bingley being superficial and Wickham being villainous, Darcy is the only person to be criticized for the lack of that â€Å"agreeable manner† that Wickham demonstrates speaking even about insignificant matters. The intelligent and kind-hearted Lizzy cannot but â€Å"feel that the commonest, dullest, most threadbare topic might be rendered interesting by the skill of the speaker† (Austen 94) when she socialized with Wickham, whereas Darcy’s brisk and unwilling manner of speaking makes the young lady feel uncomfortable. This is true that being compared to his friend Bingley or his rivalry Wickham, Darcy is not the object to readily fall in love and admiration with. He dances only with the two selected ladies and neglects the rest. This manner is regarded an offense to the aura of amiability, and he abstains from the social chit-chat. Besides this gentleman directly expresses his opinions of other people instead of camouflaging them under the veil of behind-the-back gossip. This personage makes it too clear that the local society is â€Å"a collection of people in whom there was little beauty and no fashion, for none of whom he had felt the smallest interest, and from none received either attention or pleasure† (Austen 22). He reveals indignation, boredom, or sarcasm in the situations when other men pretend to be pleased and amused. Judging from first impressions, Charles Bingley is more favored by the locals since he treats them as the nicest people he has ever met. In his turn, Wickham’s reputation is based on the assumption that Darcy has devoid him of wealth, which puts the two men in the positions of a victim and an offender. This is only throughout a course of the plot development that the narrator makes clear that Bingley’s sociality is explained by superficiality, and Wickham is a cheater who has attempted to seduce Darcy’s younger sister. Utilizing the theories of social categorization, one may say that Wickham has been admitted to the local group more easily than Darcy because the former has readily belittled his self-rating in public conversations and demonstrated the greater extent of willingness to share the pre-established social regulations of the given group. Being compared to the sweet Mr. Bingley’s behavior, Darcy’s behavioral pattern is rooted in the wider cognitive scope and finer spiritual development. The latter is strong enough to disregard the central tendency as it exists in the given group. Being cleverer than his friend Mr. Bingley, who has managed to become the crowd puller, Darcy falls into the sin that is not pride per se but rather vanity. The local society would gladly accept him as the most important person if he had been willing to put himself on one leg so to say with other group members. It is only in Chapter 10 when the narrator lets readers learn more about Darcy’s understanding of pride and related concepts. In public opinion, his high self-esteem is a manifestation of haughtiness, whereas Wickham’s seemingly low self-rating is a sign of appropriateness as shown through humility. In his turn, Darcy detests â€Å"the appearance of humility† that is genuinely the â€Å"carelessness of opinion, and sometimes an indirect boast† (Austen 60). Contemporary psychologists would call Darcy’s conceptualizations of â€Å"pride,† â€Å"humility,† and â€Å"boast† as being driven by functional utility of human behavior. According to this hero, this is inappropriate to put down one’s self-esteem just for the sake of being praised by other group members. Throughout the novel this personage remains the vivid example of a person who shares certain believes common to the central tendency of stereotypicality but reveals energy to display also diversity in his ratings of the self and other people. The complexity and dynamism of social stereotypes is shown through Darcy’s and Elizabeth’s attitudes to each other. Whereas Lizzy’s stereotypes in regard to the man remain sort of frozen for a while under the man’s â€Å"satirical eye† (Austen 30), Darcy is being engaged into the fast proceeding process, in a course of which he changes the initial perception of the young lady. The narrator specifies Darcy’s turn toward re-evaluating Lizzy Bennet as follows: But no sooner had he made it clear to himself and his friends that she hardly had a good feature in her face, than he began to find it was rendered uncommonly intelligent by the beautiful expression of her dark eyes. To this discovery succeeded some others equally mortifying. Though he had detected with a critical eye more than one failure of perfect symmetry in her form, he was forced to acknowledge her figure to be light and pleasing; and in spite of his asserting that her manners were not those of the fashionable world, he was caught by their easy playfulness. Austen 29) In other words, Darcy’s first rejection of the second daughter of Bennets has been caused by the incongruity between Elizabeth’s outlook and his own classical perception of beauty as a reckless symmetry of forms and elements. It is clear that the gentleman has initially been blinded by both his personal and group set of stereotypes that required women to conform to certain standards. Elizabeth does not seem to be classically beautiful, and her gaiety during the first meeting has poked the man away as a manifestation of social inappropriateness.

Charles Dickens’ Satire of Victorian Culture in Oliver Twist

In the novel Oliver Twist, Charles Dickens ridicules Victorian society; he focuses on the Poor Law system, orphans, workhouses, and the characterization of Oliver and Nancy, using sarcasm, and the comparison between the real world and the world of Oliver. When Dickens was just a child, a lot of traumatic things happened to him. At twelve, his father went to prison. He then had to work in a shoe blacking factory. He knew poverty and that’s why he was aware of social problems and had deep feeling of social commitment. Dickens was one of the most important social writers of history.He criticized moral, social, and economic problems in the Victorian era through his fiction works (â€Å"Charles† 1. ) The emotional and symbolizing power that Oliver Twist has is he value in Dickens life (Linsay 172. ) While writing the book, Victorian themes like poverty, injustice, mean characters, and punishment were all live issues in the world. Dickens didn’t like the 1834 New Poor Act, which criminalized the poor. He didn’t like the harsh utilitarian ethics of it. The Poor Law Board thought that people that could do work didn’t get anything better than the poorest worker.Due to the emergence of trade unions, the Poor Law system fell into decline. There were liberal welfare reforms during the twentieth century; it wasn’t until 1948 when it was officially abolished. Illustrated in Olive Twist, Dickens showed the reading society the harsh symbol of realities in the Victorian era. In the novel, there are a lot of orphans. Dickens depicts them as poor, underfed, oppressed, and severely punished (â€Å"Charles† 1. ) The fear of destitution and poverty was always present in the minds of adults, and children alike in Victorian society.There were many orphans, and one in fourteen of many towns population of children were classified as paupers in 1863. Most of the needy population relied on the parish system through the Poor Law. A Board of Directors was elected, and in many occurrences, Dickens doesn’t put them across as the â€Å"best fit†, even though the goal in the Acts was to help these paupers. Dickens uses sarcasm to write about the Board. It was once a Poor Law system that encouraged work ethic (â€Å"Poverty† 1. ) He describes them in the novel as â€Å"very sage, deep philosophical men† (Dickens 11.)Dickens talks how two orphans, Oliver and Rose, are tried with adversity which teaches them the virtues for others and love. It’s the life of pain and alienation that help them become pure characters, contrasting the fact of the stealing, wild paupers of the Victorian era (Baldridge. ) In the novel, Charles based the character of Oliver on eighteenth century characteristics. Charles’s daydreams of childhood were at bay, and it gave him an emotionally true picture of the exploited children of his own time (Linsay 179. ) In the workhouses that orphans were sent to, there wa s strict discipline.They were given just barely enough food to survive, and were punished harshly if they didn’t follow strict rules. In the novel, Dickens explains what happens to Oliver when he asks for more food. ‘Please, sir, I want some more. ’ The master was a fat, healthy man; but he turned very pale. He gazed in stupefied astonishment on the small rebel for some seconds, and then clung for support to the copper. The assistants were paralyzed with wonder; the boys with fear. Dickens shows the reader through Oliver’s hunger how bad it was for him.Everyone around the food master thought surely Oliver was to be hung for asking such an explicit question. Instead, Oliver is sent to immediate confinement, awaiting a new master. Laborers had tasks like stone breaking, oakum-picking, sack-making, and corn-grinding. Work conditions were tough, even though they were required to be moderately clean. Patricia Pulham and Brad Beaven explain in their article enti tled â€Å"Poverty and the Poor† how in his journal, Workhouse Words, Dickens investigates the conditions of the workhouse conditions.When he went to the workhouse debate in the 1850s, he witnessed poverty, misery, starvation, and all around death these defined the lack of the workhouse system. Dickens achieves the simplicity of the characters because the way he presents them and describes them doesn’t contain any indistinctness. To some, Oliver might seem sentimental, and Nancy a prostitute with unsure feelings, but these depictions are conventional, and are the marks and representations of a tragedy. Oliver is looked at as an â€Å"item of mortality† who will be a new responsibility for the parish and is only worth selling to the general public when he misbehaves for 5 pounds.Society views Oliver, with its money ethic, as a liability, for he really doesn’t portray a soul or spirit in the Board’s eyes. Oliver’s characteristic development mi ght seem pompous, because he doesn’t really act or talks like the other children. Dickens removes him from the natural speech of all other characters, and gives him the emblem of susceptible innocence and exposure. Oliver is managed by anyone who comes in contact with him. He’s like a puppet, influenced beyond his view. Actually, through most of the novel, Oliver often doesn’t know where he is or who he is.Social order is shown through the rough unimportance of Oliver’s concealed humanity (Duffy 5. ) Oliver never learns how to juxtapose the alabaster and pitch social vocabularies in his story in any way that he might earn about the realities of Victorian culture (Baldridge. ) Dickens depicts Nancy as forced into prostitution by poverty, her peers, and her corrupt environment. Dickens knew of the victimization of Victorian women and wanted to show that Nancy’s sweet character was corrupted by this and that she didn’t deserve her fate (Charles 1.)Even at the cost of her life, Nancy feels change in her heart. She is loyal to her friends, and she goes to save Oliver and Rose. Dickens isn’t emotionalizing iniquity and crime. The truth of life is being represented (Al- Mahdi 3-4. ) Charles Dickens successfully takes the harsh realities of the Victorian era and employs them into the novel Oliver Twist. Through his satire and characterization, he creates a negative image of the cruel things that happened to people in workhouses, orphans, and children. Charles Dickens will always be remembered as one of the best social commentators in history.

3 Types of Word Treatment

3 Types of Word Treatment 3 Types of Word Treatment 3 Types of Word Treatment By Mark Nichol Spelling, capitalization, and italicization are three aspects of writing that careful writers will attend to. This post discusses the importance of recognizing standards and making conscious decisions when contemplating deviating from them. Spelling Employing proper spelling is one of the fundamentals of composition. Unfortunately, the explosive increase in writing opportunities afforded by the internet and social media makes it easier for careless writers to spread viral errors. Where in the past, few print publications would allow mistakes like definately and predominately, today, such misspellings are rampant on websites and blogs and in texts, not to mention in some professionally produced print publications and on occasional television broadcasts- including in chyrons, the electronically generated captions that appear below talking heads on TV. Deteriorating writing skills and declining editing standards result in frequent spelling errors, and the only effective defense is a good offense: Proactively double-check spelling- using not just spell-checking functions (which are not infallible) but also print or online dictionaries (which are virtually perfectly reliable). Dictionaries and other writing resources also protect writers from using incorrect or outdated word forms. For example, the few remaining hyphenated compound nouns are undergoing an evolution, as writers increasingly omit the hyphen and treat these terms as closed compounds- sometimes in a conscious decision to accelerate what is almost always an inevitable process but far more often simply out of ignorance. Changes from, for example, mind-set to mindset and start-up to startup are inevitable, but the former choice in each case is still the form listed in most dictionaries, so avoid the variant until it becomes the norm. Capitalization Capitalization, which, with few exceptions, denotes a proper noun, in such usage distinguishes the specific from the generic, but it is employed erroneously primarily in two contexts. First, generic job titles are often mistakenly capitalized. When Jane Smith is identified as a senator, capitalize the job title if it appears before her name: â€Å"Senator Jane Smith.† And when the job title substitutes for the person’s name in direct address- when someone says or writes, for example, â€Å"Excuse me, Senator, do you have a moment?† the word is capitalized. In government or legal documents, the â€Å"publisher† may insist on capitalizing the job title even in isolation: â€Å"The Senator abstained.† But in all other usage, the term is generic- Jane Smith is being described as one of those entities designated as a senator. Take care, too, about capitalizing only exact job titles. When referring to Thomas Jones, whose official designation is director of communications and marketing, write â€Å"Director of Communications and Marketing Thomas Jones,† to be formal, or â€Å"marketing director Thomas Jones,† in more casual contexts, but not â€Å"Marketing Director Thomas Jones.† (And after the name, the job title is almost invariably not capitalized; a rare exception is the exact name of an endowed professorship. Capitalization is also standard after names on lists, on rà ©sumà ©s, and so on.) In addition, descriptions of people that identify their profession or role but are not formal job titles are not capitalized: â€Å"The truck belongs to electrician John Smith†; â€Å"She thanked team captain Mary Jones for her support.† Similarly, a term identifying a nonliving entity should be capitalized only as part of the full name: for example, â€Å"the Mississippi River,† but â€Å"the river† (with exceptions for poetic license, as when such an entity is personified), or â€Å"the Development Committee,† but â€Å"the committee† (again, in legalese, such terms may appear capitalized). Italicization Italics serve to call attention to a word, phrase, or sentence; two primary functions are to identify a foreign term and to emphasize one or more words the writer wishes the reader to notice. However, the pitfall in the case of both functions is overuse. In the case of apparently foreign words or phrases, double-check that the term is in fact still technically considered foreign; many such words and phrases have been assimilated into English (evidenced by their inclusion in English dictionaries) and are no longer considered to require emphasis. (Note, too, that some writers and publishers decide that when a foreign term is used repeatedly in one piece of content, and it is defined or explained on first reference, it is italicized only in that first instance.) And when considering whether to italicize a word, phrase, or sentence to make it stand out, think twice about whether the emphasis is merited or helpful; frequent employment of any tool or technique can diminish its effectivenes s. A third common function of italics is to call attention to a word being used to name itself rather than the concept for which the word stands; compare â€Å"Moron originally denoted a mildly retarded person† and â€Å"A moron is a stupid person.† Because of this distinction, italics should not be employed to introduce a term unless the word is described as a word, as in the disclaimer â€Å"In observing the historical context of psychiatry in the early twentieth century, we use moron according to its original medical definition: ‘a mildly retarded person.’† In spelling, capitalization, and italicization, as in any aspect of writing, the writer or publisher may choose to deviate from accepted standards, but the ultimate consideration should be whether the reader is being served by a decision that affects one or more aspects, or whether communication is being compromised rather than enhanced. In addition, a writer may ignore these standards for artistic reasons, such as in representing dialect or a fictional character’s illiteracy or overly emphatic speech patterns. Again, however, the writer should weigh the consequences of such a decision and practice moderation. 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 Style category, check our popular posts, or choose a related post below:Useful Stock Phrases for Your Business Emails45 Synonyms for â€Å"Old† and â€Å"Old-Fashioned†9 Forms of the Past Tense

The Flashback Scene Essay Example

The Flashback Scene Essay Example The Flashback Scene Paper The Flashback Scene Paper Is it Impossible for a Director of The Flashback Scene in The Restaurant, pages 73-93 of Death of a Salesman to Show Willy as a Tragic Hero? Discuss. In Your Answer You Must Discuss how the Scene Could be Played and Base Your Answer on Textual Analysis of Character, Plot and Stage Direction Commenting on The Context of The Play. The play Death of a Salesman was written in 1949 by Arthur Miller and is one of his most successful plays. At Millers time, America was deemed to be a land of opportunity and all Americans had the right to be successful. However his fathers prosperous living as a clothing manufacturer had been ruined by the Wall Street Crash of 1929. The play examines the cost of blind faith in the American Dream, closely related with the theme of manifest destiny. There was much belief in the American Dream, and this would be achieved through hard work, courage and determination by every American. Death of a Salesman is based around the main protagonist, Willy Loman an elderly man. He is an insecure, self deluding travelling salesman. Mr Loman is past sixty years of age and dressed quietly, nonetheless he is a man with massive dreams, a mercurial nature and turbulent longings within him. He never comes to terms with reality for the reason that he is lost in an illusion and false hopes, for example Willy cannot see who he and his sons, Biff and Happy, are and he just believes that they are great men who have what it takes to beat the business world and be successful. However, he is mistaken. In reality, Willy and sons are not, and cannot ever be successful. Mr Loman is unable to see through his own delusions of the American Dream, which he perceives as the ability to become great by obtaining enormous material wealth without any apparent effort, to wander into the jungle and walk out a few years later unspeakably rich. As a result to this, he is trapped in distortion of the American Dream promoted by a capitalist, materialistic modern society. In the play, although Willy does seem to show love and care towards his wife, Linda and two sons, he often becomes confused and angry unnecessarily. He shows trouble distinguishing his past and present, or his ideal life and reality. Due to this, many parts of the play are transcribed to the audience by the insertion of flashbacks, which show us some of the most significant moments in Willys confused life that have happened in his past. These flashbacks, each of which do somehow relate to the present, show an inability for Willy to see his reality. The flashback Willy experiences in the Restaurant scene, which I will be studying, is extremely significant in view of the fact that at this point, the illusions Biff has about Willy and his lies, come to an end. The use of this flashback depicts Willys affair with the Woman and Biff then comes to know about it. By using this scene, this essay will discuss whether Willy is that of a tragic hero or not. In Shakespearean tragedy, tragic heroes will be men of rank, and the calamities that befall them will be unusual and exceptionally disastrous in themselves (taken from http://global. cscc. edu/engl/264/TragedyLex. htm). In other words, Shakespearean tragic heroes should be of noble birth, have a fatal flaw, learn from their mistakes and lastly due to their flaw, this will lead to their downfall. However, the initial idea of the tragic hero had originated in Greek tragedy and it was outlined by Aristotle, who once said a tragic hero must be one of noble character and must fall from power and happiness (taken from http:// www. ccd. rightchoice. org/lit115/poetics. html). In Arthur Millers Tragedy and the Common Man, Miller argues that the common man could also be regarded to that as a very highly placed king and noble man. If this is the case and that the common man could be a tragic hero, I should be able to answer a simple question: Can Willy Loman be considered to be a tragic hero or not? To begin the first part of this essay, it is impossible to represent Willy as a tragic hero in the traditional sense. As I mentioned above, there are patterns into which Shakespearean or Aristotelian tragic heroes should fit into, and clearly Willy does not fit into these principles in one important way- he is not of noble birth or aristocracy. Willy is just a common man. According to the Collins English Dictionary, the word noble has three meanings: 1showing or having high moral qualities, 2impressive and magnificent, and 3member of the nobility (which again, according to the Collins English Dictionary, means either 1quality of being noble or 2a class of people holding titles and high social rank). Oedipus Rex, a Greek tragedy written by Sophocles, and The Oresteia, a trilogy of tragedies written by Aeschylus, both contain protagonists whom are of aristocracy and nobility. This too follows in Shakespearean tragedies. In Romeo and Juliet both protagonists originate from high, aristocratic upper class families, as do the protagonists in Macbeth, Hamlet, Richard II and King Lear. As an audience, from the flashback Willy undergoes in the Restaurant, we learn that he is having an affair with The Woman in the Boston hotel room and therefore he is cheating on his wife, Linda. Come on inside, drummer boy. Its silly to be dressing in the middle of the night. (Act Two. Page 88. The Woman) Then once knocking is heard, Willy orders The Woman to stay in the bathroom as he thinks theres a law in Massachusetts about it (it being adultery) and he finds Biff standing at the door. Biff has come to tell his dad that he flunked math and does not have enough credits to graduate. Just as Willy promises his son that he will speak to Birnbaum, and Biff is about to leave the Hotel room, he discovers The Woman and knows instantly that Willy has been having an affair. Biff becomes increasingly more saddened knowing that Willy has given The Woman Mamas stockings! Wheres my stockings? You promised me stockings, Willy! (Act Two. Page 90. The Woman) It is at this point that Willys mercurial nature becomes evident. He threatens to abuse his son if he does not follow his orders to apologise, before Biff refers to his father as a fake, a phoney little fake! However it is not only just at this moment in the scene where Willy does not coincide to being that of a tragic hero by abusing his son. In reality, when Willy and his sons are in the Restaurant talking about Biffs meeting with Bill Oliver, Willy presumes that Biff spites him, so he then strikes him and carries on downgrading his son by calling him a rotten little louse!

Sojourner Truth Quotes

Sojourner Truth Quotes Sojourner Truth was born a slave and became a popular spokesperson for abolition, womens rights, and temperance. A history-maker from the start - she was the first black woman to win a court case against a white man when she won custody of her son after running away - she became one of the eras best known figures. Her famous Aint I a Woman? speech is known in several variants, because Sojourner Truth herself did not write it down; all copies of the speech come from secondhand sources at best. It was delivered at the Womens Convention in Akron, Ohio on May 29, 1851, and was first published in the Anti-Slavery Bugle on June 21, 1851. Truths public life and remarks contained many quotations that have endured throughout time. Selected Sojourner Truth Quotations And aint I a woman?There is a great stir about colored men getting their rights, but not a word about the colored women; and if colored men get their rights, and not colored women theirs, you see the colored men will be masters over the women, and it will be just as bad as it was before. So I am for keeping the thing going while things are stirring; because if we wait till it is still, it will take a great while to get it going again. Equal Rights Convention, New York, 1867It is the mind that makes the body.If the first woman God ever made was strong enough to turn the world upside down all alone, these women together ought to be able to turn it back, and get it right side up again! And now they is asking to do it, the men better let them.Truth burns up error.Where did your Christ come from? From God and a woman! Man had nothing to do with Him.Religion without humanity is poor human stuff. Two Versions, One Speech Truths most famous speech, Aint I A Woman, was passed down through history in a decidedly different version than the one she originally delivered. During the American Civil War, her remarks regained popularity and was republished in 1863 by Frances Dana Barker Gage. This version was translated into a stereotypical dialect of slaves from the South, whereas Truth herself was raised in New York and spoke Dutch as a first language. Gage also embellished Truths original remarks, exaggerating claims (for instance, claiming that Truth had had thirteen children when the real Truth had five). Gages version includes a framing device depicting a hostile crowd won over by Truths almost miraculous speech. It also contrasts the regular English spoken by bystanders with the heavy dialect of Gages version of Truth: Dat man ober dar say dat womin needs to be helped into carriages, and lifted ober ditches, and to hab de best place everywhar. Nobody eber helps me into carriages, or ober mud-puddles, or gibs me any best place! And raising herself to her full height, and her voice to a pitch like rolling thunders, she asked And ant I a woman? Look at me! Look at me! Look at my arm! (and she bared her right arm to the shoulder, showing her tremendous muscular power). I have ploughed, and planted, and gathered into barns, and no man could head me! And ant I a woman? I could work as much and eat as much as a man - when I could get it - and bear de lash a well! And ant I a woman? I have borne thirteen chilern, and seen em mos all sold off to slavery, and when I cried out with my mothers grief, none but Jesus heard me! And ant I a woman?  Ã‚   In contrast, the original transcription, written down by Marius Robinson (who attended the convention where Truth spoke), depicts Truth as speaking standard American English, without markers of an accent or dialect. The same passage reads: I want to say a few words about this matter. I am a womans rights. I have as much muscle as any man, and can do as much work as any man. I have plowed and reaped and husked and chopped and mowed, and can any man do more than that? I have heard much about the sexes being equal. I can carry as much as any man, and can eat as much too, if I can get it. I am as strong as any man that is now. As for intellect, all I can say is, if a woman have a pint, and a man a quart – why cant she have her little pint full? You need not be afraid to give us our rights for fear we will take too much, – for we cant take more than our pintll hold. The poor men seems to be all in confusion, and dont know what to do. Why children, if you have womans rights, give it to her and you will feel better. You will have your own rights, and they wont be so much trouble. I cant read, but I can hear. I have heard the Bible and have learned that Eve caused man to sin. Well, if woman upset the world, do gi ve her a chance to set it right side up again. Sources History of Woman Suffrage, ed.  Elizabeth Cady Stanton,  Susan B. Anthony, and  Matilda Joslyn Gage, 2nd ed., Rochester, NY: 1889.Mabee, Carleton, and Susan Mabee Newhouse.  Sojourner Truth: Slave, Prophet, Legend. NYU Press, 1995.

An in-depth study of behavioural problems and the impact these have on Research Proposal

An in-depth study of behavioural problems and the impact these have on learners in Manchester (uk) primary schools - Research Proposal Example hools can be quite comfortable with looking after children with physical disabilities - but when it comes to behaviour problems, they also have to weigh up their responsibilities to other pupils †¦It is the issue where conflicts between meeting individual needs and â€Å"efficient education for other children† are the most difficult to reconcile† (BBC). The problem of disruptive behaviour and its negative effect on learning is also emphasised in the Ofsted’s Annual Report of HM’s Chief Inspector of Schools 2003/2004 issued in February 2005 (Steer 5). It is well known that behaviour management is high on the UK education policy and practice agenda for many years. The UK government and school staff have a great deal to support pupils in managing their behaviour, but it is not easy, and classroom behaviour problems are still one of the major difficulties of all teachers, including junior ones. Chaplain argues that emotional and behavioural difficulties (EBD) are wide ranging, at one level they even can be classified as a special educational need (162). But it is important to understand that pupil showing behavioural difficulties may be very different with different teachers, and it is seldom the case when they exhibit behavioural difficulties with all teachers. That’s why the UK government policies tends to encourage school principals and stuff to include as many pupils as possible within mainstream schools, nesting specialist approaches in school policies for those children who might be considered to have EBD. The term â€Å"emotional and behavioural difficulties† has a long and complicated history, as well as it is a broad label covering a whole range of specific difficulties. Modern understanding of EBD was proposed in the first time in 1992 by the National Mental Health and Special Education Coalition as follows: â€Å"(i) The term emotional or behavioural disorder means a disability characterised by behavioural or emotional responses in school programs

Interior and Spatial Design Contextual Studies Essay

Interior and Spatial Design Contextual Studies - Essay Example Generational change has also led to continuous shift in tastes. Spatial design comes in handy to sort these problems. For these reasons, this essay seeks to research and discuss the relationship between abstract painting and interior spatial design. Furthermore, the essay will include empirical studies of various artists and professionals in the field of fine arts and design. Through various reviews, I have learnt that painters and spatial designers are making immense contributions to the society. I have hence learnt that I will be in a position to create aesthetic appeal of homes. Through expertise in spatial art and interior design, I will be able to restore happiness and satisfaction to myself and the human race. Through appraisal of beauty, the field has enabled me to value specific objects in the society. I have also learnt the strategic use of interior design in drawing building plans taking into account interior spaces and probable rooming. In eventuality, they should award space appropriately to each section of a building. In my study of abstract paintings, I realized that they draw interests from everyone. On the contrary, I realized that a person who possesses a piece of an abstract painting could keep it for ages without having interpreted its meaning. Therefore, the value of such a work of art increases as time progresses in the sense that, it portrays not only its aesthetic value, but also the mysterious thought behind its conception. This misery behind the artistic works drew much interest from me, making me to relate commodities to their ideal values. Using an example of the value of money, I realized that everyone understands the importance of money and its value. However, people seem not to understand the real value of the money which is reflected by the purchasing potential as opposed to indicated numerical value indicated. In this respect, I have come to the conclusion that some abstract

Intercultrual Communication in the workplace Paper Essay

Intercultrual Communication in the workplace Paper - Essay Example The American team is counting on bagging the contract and making a profit and they are very happy to know that their hosts speak fluent English albeit with a slight accent. Despite this reassurance they encountered problems almost from the beginning. During the first meeting itself they expected to cover significant ground yet the Japanese seemed to beat around the bush and not much interested in going ahead. In the second meeting too when certain issues were being discussed, the Japanese fell silent for a long time which the American found embarrassing and difficult to fill, ultimately they broke the silence by talking about the tourist spots of their city and the best way to get there. The Japanese even appeared to have some kind of telepathic abilities as all of them seemed to understand each other very well by a few gestures and nods, without exchanging a word amongst themselves before talking to the Americans. Though the Japanese agreed to the conditions set out and they took go od care of their guests and spent a lot of money on them, they always managed to wriggle out of signing the contract. Ultimately the Americans lost their patience and returned quite exasperated. Americans and Japanese are described as the "oddest couple in the world, at the opposite end of the cultural spectrum." ( http: //www.culturalsavvy.com / j

Opening Excises Assignment Example | Topics and Well Written Essays - 750 words

Opening Excises - Assignment Example The teacher then can explain what the term means to the students. This way, the class is already introduced in the subject in a fun and engaging way. The game can be divided into two rounds. The first round is the easy round scoring only 1 point per guess. The second round will be the difficult round and the score is two points. Losing team/s will still have a chance to catch up in the difficult round. There is a catch however. In the difficult round, there are two boxes of papers that will be guessed. The words or phrases that will be guessed by the other team will instead be chosen by the other team/s to make it more difficult. As usual, the other competing teams can also steal the point by correctly guessing the word or phrases by one attempt. The game can also be modified depending on the subject. The words and phrases can be replaced by other words. It can even be used during parties, events and gatherings to break the ice among

Critically evaluate the nature of the relationship between Essay

Critically evaluate the nature of the relationship between intellectual property law and competition law, with particular emphasis on the European Union - Essay Example Article 101 and 102 were regulated as a means of achieving this goal.5 Eventually, the main aim of monitoring competition between undertakings is to protect consumer welfare by striving economic activities. IPRs seem to create conflict with the free movement of goods and services based on the provisions of Article 34 and 36 TFEU6. This essay will critically evaluate the relationship between IP law and Competition Law by focusing on EU perspectives. It will review Article 101 and 102 TFEU on IPRs after indicating detailed information about tension between two disciplines as well as their objectives and policies7. Indeed, since intellectual property rights entitle their owners to exclusive rights on the one hand, while competition law aims to preserve markets open on the other, an inherent tension between the two areas of law is a challenge to their implantation8. Among the main aims of the EU is to set a system of competition law. That informs the reason for creating Article 101 and 102, the Merger Regulation, and State Aid rules. It also explains the justification to pursue a central role in the Treaty as the means for maintenance of effective competition within the European Union.9Besides, The Court of Justice has routinely reaffirmed that the implementation of IPRs, in principle, must correspond to the rules of competition (Article 101 and 102), as well as the rules of free movement of goods referred in Article 34-3710. IPRs are protected under national laws of individual EU countries. Thus, the existence of different national laws on intellectual property produces some difficulties in the EU because of its integration of the single market integration.11 Regarding the aim of free movement of goods throughout the EU, Article 34 (TFEU) outlines restrictions on imports.†12 Article 36 states, â€Å"the protection of industrial and commercial property13† can justify a

Opening Excises Assignment Example | Topics and Well Written Essays - 750 words

Opening Excises - Assignment Example The teacher then can explain what the term means to the students. This way, the class is already introduced in the subject in a fun and engaging way. The game can be divided into two rounds. The first round is the easy round scoring only 1 point per guess. The second round will be the difficult round and the score is two points. Losing team/s will still have a chance to catch up in the difficult round. There is a catch however. In the difficult round, there are two boxes of papers that will be guessed. The words or phrases that will be guessed by the other team will instead be chosen by the other team/s to make it more difficult. As usual, the other competing teams can also steal the point by correctly guessing the word or phrases by one attempt. The game can also be modified depending on the subject. The words and phrases can be replaced by other words. It can even be used during parties, events and gatherings to break the ice among

Learning Style Inventory Essay Example | Topics and Well Written Essays - 1000 words

Learning Style Inventory - Essay Example My achievement style manifests itself through my belief in giving and asking for honest feedback, my commitment to making things better, and a focus on achieving excellent standards. Finally, my power style manifests through my tendency to be dictatorial, rather than guiding, my aggressive attitude, and the tendency to feel threatened by anyone I perceive to undermine my authority. I think my limiting style is my power style, which has increased my tendency to associate what I am worth at the workplace with how much I can dominate and control others. One behavior that I would like to change in this style is my tendency to be dictatorial, where I would like to be more guiding and nurturing as a manager, which will allow me to have a better relationship with my workers and subordinates.Impact on Management Style  My personal thinking styles portend a very important impact on my style as a manager. I scored quite highly in my self-actualizing qualities. In my personal life, I tend to live for and by the moment. In my workplace, I find that all my workmates are responsible for what they do, and to obtain their goals we all need to be responsible for our actions. I also strive to be self-developing and have an urge to keep learning. This is an important perspective in my work in management since I can assign my team tasks that are based on learning curves. When I see a team member who is in need of a new skill, I use the opportunity to better their experiences. In organizing terms., I have the ability to select the best team for completion of the task. I am also able to distinguish the qualities each member exhibits and how it specifically fits within the task. With regards to leadership, I feel that I can lead the team in case of obstacles while I am also accepting their flaws and make attempts to work around these issues. The fact that I have a high score in achievement proves that I have the ability to show initiative in effecting changes. I feel able to begin a reformation to improve the team’s efficiency. With regards to planning, I am able to lead in making proper adjustments. I also have the ability to organize various tasks based on things that need to be done under my guidance and according to my standards. Over time, I also feel that I have got more lenient, which has lessened my tendency to make unattainable goals and standards for my team members. While I am available to show them the things that need to be done as a leader, I also expect them to do their part in their tasks. Genesis of Personal Style I assume that my upbringing has had a major effect on my personal styles. For instance, my parents were very controlling and demanding. Growing up, I was always required and expected to do a thing right or not attempt to do it in the first place, which caused me into always seeking to be in control and have power so as to make sure I had the ability to do things right. My father was never particularly satisfied with most things I did, which was also responsible for my very high need to achieve. I

Genre Text Essay Example for Free

Genre Text Essay When you think of the term ‘genre’, what does it exactly mean to you? Well I’m sure it’s without a doubt that you all commonly believe it constitutes either a kind or category of text, but in actual fact does it really? Good morning Year 11. The prime focus of your studies during the HSC course next year, I’m going to discuss how the genre of crime fiction has extended through time, whereby a variety of notions and characteristics exhibited throughout a text may either reinforce, challenge or extend on genre parameters. So what is genre then? Although genre is quite difficult to define, there are numerous interpretations of the term since the confines between genres are constantly evolving due to changing values. As Daniel Chandler states, â€Å"defining genres may not initially seem particularly problematic but it should already be apparent that it’s a theoretical minefield. † However, Jane Feuer believes â€Å"genre is ultimately an abstract conception. † These critics therefore prove that yes, while it may be easy to classify a text to a particular genre, we must understand genre as a concept that can apply to varying applications rather than its fundamental relevance to a text. In saying this, as changing contexts and values have developed over time, resulting in new-found conventions, I’ve come to agree with Stephen Neale’s understanding; â€Å"Genres are instances of repetition and difference difference is absolutely essential to the economy of genre. † (Neale, 1980). This my friends, effectively reflects constant changing cultural values and attitudes in our social milieu, don’t you think? Hence, my aim today is to focus on the conventions of the genre of crime fiction and how they have been recreated in a number of ways to reflect the social and cultural aspects that are dynamic to their survival within the popularity of a text. As Neale further suggests, â€Å"genres exist to assist in shaping values. † Subsequently, I will discuss how and why Alfred Hitchcock’s film Rear window and Tom Stoppard’s play The Real Inspector Hound have re-worked and extended upon crime conventions prevalent in crime writing through genre, often defying audience expectations in one way or another. As a result, Rear Window highlights and expands upon the cosy conventions of its contemporary society by paralleling the post-war issues of voyeurism and women and subverting them, reflected through its social milieu. The Real Inspector Hound also utilises cosy conventions but parodies them instead, challenging the classical Golden Age’s ‘whodunit’ storyline in a satiric way, so as to query the restoration of justice and the idea of reality vs. allusion. Thus, whilst both texts seek to extend and challenge crime conventions, they also serve to explore society’s human conditions and issues at the time in order to become seminal texts of the genre. Directed in 1954, Hitchcock’s Rear Window reinforces the fact that very few works exemplify all required characteristics of a particular genre, by cleverly breaking the ideal conventions of a suspenseful circumstance in a crime fiction text. The film is rather based around the notion of both solving the crime and proving that it happened. Rear Window further revolves around the concepts of the changing roles of women and queries the morality of voyeurism. Such notions reflect the contextual concerns of the post-war era where a revolutionary social change was clearly prevalent in society, thus endangering the traditional gender restrictions marked by WW2. Through the mis-en-scene of Jeff holding his camera looking outside the window as blinds are swiftly raised to reveal vignettes of apartments, it’s evident that a didactic message outlining the unethicalness of voyeurism is contained within Rear Window. As voyeurism further exposes hidden worlds within the film, Hitchcock manages to reflect upon American society through each of these blocks acting as a microcosm. But it stops there. Quite similarly to our other text The Real Inspector Hound, Hitchcock withdraws from typical crime conventions by not showing the occurrence of the crime itself. This was due to growing conflict between the conservative American government and growing acceptance to sexuality by society at the time, as a result of censorship on films. The concept of voyeurism is cleverly employed by Hitchcock via subverting a cosy setting, a convention to reflect the concept of McCarthyism where there was a fracturing of society due to the paranoia of communism, which was most prominent during the Golden Age. This is illustrated as the camera pans across Jeff’s apartment, focusing on his photography tools and emphasising his infatuation for observing life. Thus, Jeff’s dilemma of being entrapped in his apartment persuades him to do â€Å"something drastic† to remove him â€Å"out of the swamp of boredom,† which metaphorically foreshadows his forthcoming hobby of spying on his neighbours. I’m certain you all must think he’s strange, but the aspect of social insecurity and fear at the time was what Hitchcock was seeking to embody. Where spying begins as an innocent obsession, it soon becomes a neurotic effort to prove Thorwald’s criminal actions. Therefore, after the growing tension depicted through continual panning shots, Jeff takes action which exposes clues in Thorwald’s apartment. However, the consequences of voyeurism are made apparent through the non diagetic sound and quick motion of Jeff falling out the window. Hitchcock hence questions the moral ambiguity of voyeurism due to society’s fear of maintaining social order, by focusing on the depraved aspect of society becoming â€Å"a race of peeping toms. † Despite changing perceptions of females in the workforce, how exactly did Lisa become an amateur detective and femme fatale, whilst presenting the evolving independance and roles of women? In actual fact, Hitchcock broke a key crime convention – there must only be one detective! A high angle shot first characterises Jeff as bound to his wheel chair, and the cast around his injured leg is symbolic of the identity boundary he endures. Consequently, Jeff is left helpless, a frequent motif that’s prevalent throughout the film in which Jeff is metaphorically incapable of embracing his male dominance, hoping to â€Å"emerge from his plaster cocoon. † Thus when Lisa emerges, the dark lighting and shadows surrounding her signifies Jeff’s intimidation, as men were startled by the role of women in the post-war period. By having Jeff restricted at home in a feminised position, Hitchcock underpins Lisa as the amateur sleuth, sustained through her constant dominance over Jeff within the framing. Hitchcock further challenges the authority of women in crime fiction as femme-fatales, whereby negative connotations strengthen the presence of conceited masculinity. Yet Lisa’s strong persona and sheer determination leads to her fatal participation in â€Å"the next assignment,† exhibited in the panning tracking shot of her investigating Thorwald’s apartment, underlining Lisa’s unusual role as a detective and the film’s conclusion of restoration. Subsequently, Hitchcock illustrates the development of crime conventions by challenging traditional crime conventions, via representing the shift in the growing independence and role of women in society, by maintaining both genders as main detectives. Thus, Rear Window not only reinforces and extends upon crime genre parameters, but also reflects society’s changing values, hence explaining why it’s considered a critical crime fiction text even today. Unlike Hitchcock who reinvented some crime writing rules, Stoppard completely goes against them. Whilst Stoppard experiments with the classical Golden Age crime conventions, the crime genre is seen to continuously mirror society’s changing attitude and values. In successfully challenging the audience to interpret whether the perceived distinction between what is real and an allusion in crime is essential, Stoppard also leads them to question the restoration of justice. The perceived distinction between reality and allusion is no longer relevant in today’s post-modern world as it was in the Golden Age, due to changing societal expectations, like Stoppard suggests. He breaks traditional conventions, as the margins of a play-within-a-play have been intersected, demonstrating the blurring of reality. Whilst Rear Window uses a cosy setting to depict society’s issues, Stoppard instead parodies it to demonstrate that a crime isn’t always within its confines, and hence defies crime conventions to outline the irrationality of society. The cosy method of contrivance supports this, being parodied through Mrs. Drudge’s absurd dialogue about the â€Å"somewhat isolated Muldoon Manor, which is surrounded by deadly swamps and fog. † Thus Stoppard criticises S. S Van Dine’s code where â€Å"the detective himself† â€Å"should never turn out to be the culprit,† by forwarding the murderous role onto Puckeridge, whom the audience come to learn as Inspector Hound and Magnus also. This is depicted in the final scene through an exaggerated climax of a string of revelations. For eg. â€Å"I am not the real Magnus Muldoon! It was a mere subterfuge. † Stoppard effectively emphasises the melodramatic and absurd situation of the play, by demonstrating multiple pauses and an overuse of explanation points in union with stage directions. Through a variety of dramatic devices, the distinction between reality and allusion is dissolved, as Stoppard denounces the lack of innovation and irrelevancy of crime fiction conventions. Society is further challenged by Stoppard to query the relevancy of the nature of truth and justice within the traditional crime fiction genre. So must there always be a hero within the context of the text? The authorities within the play are not central figures, just like the police aren’t in Rear Window, as justice isn’t achieved. But whilst the police in Rear Window are idiotic, Inspector Hound doesn’t even convey detective traits. Alternatively, Inspector Hound is continuously ridiculed through stage directions. For eg. He is wearing â€Å"inflatable swamp boots and carrying a foghorn,† in his entrance. Therefore, The Real Inspector Hound has eloquently challenged the conventions of crime fiction, leading the play to become a significant crime fiction text as it crucially contributes to the revolution of crime over time. In summation, it’s without a doubt that Hitchcock’s Rear Window skilfully challenges the conventions of crime fiction in such a way that classifies the film as unlike your traditional crime film, as he endeavoured to reflect the cultural values of the post-war era. Moreover, Stoppard also extended upon genre parameters in The Real Inspector Hound by satirising the classic conventions of characters and plot from the Golden Age, whereby he duplicated postmodernist beliefs at a point where it was seen as time for change. Thus, both texts have grown to become seminal crime fiction texts, by cleverly reinventing already established crime conventions in numerous ways.

What are the Impact of Brain Injuries?

What are the Impact of Brain Injuries? What Brain Injuries do to People and how their brain is affected? The body is a very unique thing. It has so many parts and so many different actions that it does. The body is made up of several systems. The circulatory system is the bodys transport system. It is made up of different organs that specialize in transporting blood all over the body. The digestive system on the other hand breaks down food into protein, vitamins, minerals, carbohydrates, and fats, which allow body to repair, grow, and create energy. However, the endocrine system produces hormones which are ultimately messengers in the body. When youre sick there is a system that helps with getting you better and preventing it. The immune system is our bodys defense system against infections and diseases. There are many more systems that all do great things for the body, but I believe that the most important system is the nervous system. The nervous system is made up of the brain, the spinal cord, and nerves. It is hands down one of the most important systems in your body. The nervous system is your bodys control center. It sends, receives, and processes impulses throughout the body. These impulses tell your muscles and organs how and when to respond to certain situations. There are three parts of your nervous system that work together: the central nervous system, the peripheral nervous system, and the autonomic nervous system. These three systems within the nervous system have different objectives and checklists that they do. Thecentral nervous system includes the brain and spinal cord. This system sends out impulses and analyzes information, which then tells your brain about the things you hear, smell, feel, taste and see. Some may say that the central nervous system is the most important system in the nervous system, because of the five senses. What most people dont realize is that the autonomic nervous system regulates actions, such as heart beats and digestion. Then you have the peripheral nervous system includes the craniospinal nerves that branch off from the brain and the spinal cord. It carries the impulses from the central nervous system to the muscles. With all these actions it leads me to believe that the nervous system and even more so the brain might have the most impact on your life besides your heart.[1] The beginning of anyones life starts when we are in the whom. No one remembers this because the brain isnt developed yet. The brain begins developing at the fifth week of pregnancy the brain grows at an amazing steady rate during development. At times during brain development, 250,000 neurons are added every minute! At birth, a persons brain will have almost all the neurons that it will ever have or need. The brain continues to grow for a few years after a person is born. By the age of 2 years old, the brain is about 80% of the adult size.[2] You may wonder, How does the brain continue to grow, if the brain has most of the neurons it will get when you are born? The answer is in glial cells. Glia cells are continually dividing and multiplying. Glia cells carry out important functions for normal brain functions, including insulating nerve cells with myelin. The neurons in the brain also make several new connections after birth. The nervous system develops from embryonic tissue called the ectoderm. The first sign of the developing nervous system is a neural plate that can barely be seen on the 16th day of development. Over the next few days, a trench is formed in the neural plate. This could create a neural groove. By the 21st day of development, a neural tube is formed. This occurs only when the edges of the neural groove meet. The front part of the neural tubes goes on to develop into the brain and the rest developed into the spinal cord. As babies grow and become born the best thing you can do for a kid is put him or her in the best environment to continue to develop the brain. A childs brain develops rapidly during the first five years of life, especially the first three years. It is a time of rapid cognitive, linguistic, social, emotional and motor development. For example, a child learns many words starting at around 15-18 months. Rapid language learning continues into the preschool years. The childs brain grows as she or he sees, feels, tastes, smells and hears. Each time the child uses one of the senses, a neural connection is made in the childs brain. New experiences repeated many times help make new connections, which shape the way the child thinks, feels, behaves and learns now and in the future.[3] A close relationship between a child and a parent is the best way to get the best growth in a childs brain. When a parent plays with or sings, speaks, reads or tells a story to the child while nurturing him or her. Add in some healthy food and love and affection, and the childs brain grows. Being healthy and interacting with parents and living in a safe and clean environment can make the biggest difference in a childs growth and development. Babies need lots of care and affection in the early stages of a childs life. By holding, cuddling and talking to the child, you stimulate brain growth and promote emotional development. Being kept close to the mother and breastfed on demand provide the infant with a sense of emotional security. The baby needs both nutrition and comfort. As childrens brains develop, so do their emotions, which can be very misleading and powerful. Children may become frustrated if they are unable to do something, kind of like anyone and everyone, or cant have something they want. They are often frightened by strangers or unfamiliar people and places, new situations or the dark. Children whose reactions are laughed at, punished or ignored may grow up shy and unable to express emotions normally. If parents are patient and sympathetic when a child expresses strong emotions, the child is more likely to grow up happy, and feel secure. Boys and girls have the same physical, mental, emotional and social needs. Both have the same capacity for learning. Both have the same need for affection, attention and approval. Young children can experience excessive stress if they are physically or emotionally punished, are exposed to violence, are neglected or abused, or live in families with mental illness, such as depression or substance abuse. These stresses interfere with the developing brain and can lead to cognitive, social and emotional delays and behavior problems in childhood and later in life. The best way to raise a kid or developed a kid is putting them in situations to succeed as young as being newborn. As kids grow up what is the first thing people usually put their kids into, sports right. Well sports are super fun and great until injuries happen. Everyone worries about their kid getting injured or hurt. So, how should parents go about sports? What age should we start them? What will happen if they get injured and its bad? Well there are several different ways to go about it. The most effective way is to just be careful and trust what you think is right. Everyone is different and some kids are ready and matured for sports at age four where as some maybe not until six. This has nothing to do with the fact that who is better and who fits the look of being an athlete. Some kids just dont mature as fast so they are a little weaker and smaller. If this is the case maybe you hold off on sports until six. The worst thing that could happen to anyone is getting a head injury. There are five main types of head injuries. Concussion, contusion, coup-countercoup, Diffuse Axonal, penetration are the most common types of injuries all of which have different effects bad different injuries that come with them. A Diffuse Axonal Injury can be caused by shaking or strong rotation of the head, as with Shaken Baby Syndrome, or by rotational forces, such as with a car accident.[4] Injury occurs because the unmoving brain lags behind the movement of the skull, causing brain structures to tear. There is extensive tearing of nerve tissue throughout the brain. This can cause brain chemicals to be released, causing additional injury. The tearing of the nerve tissue disrupts the brains regular communication and chemical processes. This disturbance in the brain can produce temporary or permanent widespread brain damage, coma, or death. A person with a diffuse axonal injury could present a variety of functional impairments depending on where the shearing (tears) occurred in th e brain. A concussion is the most common injury that people think of. Its the most common head injury in sports. A concussion can be caused by direct blows to the head, gunshot wounds, violent shaking of the head, or force from a whiplash type injury. Both closed and open head injuries can produce a concussion. A concussion is the most common type of traumatic brain injury. A concussion is caused when the brain receives trauma from an impact or a sudden momentum or movement change. The blood vessels in the brain may stretch and cranial nerves may be damaged. A person may or may not experience a brief loss of consciousness (not exceeding 20 minutes). A person may remain conscious, but feel dazed. A concussion may or may not show up on a diagnostic imaging test, such as a CAT scan. Skull fracture, brain bleeding, or swelling may or may not be present. Therefore, concussion is sometimes defined by exclusion and is considered a complex neurobehavioral syndrome.[5] A concussion can cause diffuse axonal type injury resulting in permanent or temporary damage. [6]It may take a few months to a few years for a concussion to heal. A contusion can be the result of a direct impact to the head. A contusion is a bruise or bleeding on the brain. Large contusions may need to be surgically removed. Coup-Countercoup Injury describes contusions that are both at the site of the impact and on the complete opposite side of the brain. This occurs when the force impacting the head is not only great enough to cause a contusion at the site of impact, but also is able to move the brain and cause it to slam into the opposite side of the skull, which causes the additional contusion. Both of these can be pretty traumatic. Penetrating injuries to the brain occurs from the impact of a bullet, knife or other sharp object that forces hair, skin, bone and fragments from the object into the brain. Objects traveling at a low rate of speed through the skull and brain can ricochet within the skull, which widens the area of damage. A through-and-through injury occurs if an object enters the skull, goes through the brain, and exits the skull. Through-and-through traumatic brain injuries include the effects of penetration injuries, plus additional shearing, stretching and rupture of brain tissue. The devastating traumatic brain injuries caused by bullet wounds result in a 91% firearm-related death rate overall. Firearms are the single largest cause of death from traumatic brain injury. These types of injuries are very common unfortunately in todays world. These injuries and how these injuries occur usually lead to death shortly after.[7] The most common way that these injuries happen is from careless actions from you or someone else. In another sense people do not always do anything but get these injuries. Sometimes just playing a sport you love, like soccer or football or maybe even hockey. Sports are probably the number one activity that can get you hurt. Especially, the brain. There are so many different sports that involve the head or even contact that could rattle the head. All it takes is one hit to the head or one fall or one ball that hits your head to give you an injury. The top ten sports/activities that get head injuries are Cycling( 85,389) Football (46,948) Baseball and Softball( 38,394) Basketball( 34,692) Water Sports such as, Diving, Scuba Diving, Surfing, Swimming, Water Polo, Water Skiing, Water Tubing( 28,716); Powered Recreational Vehicles which include ,ATVs, Dune Buggies, Go-Carts, Mini bikes, Off-road( 26,606) Soccer( 24,184). Skateboards/Scooters (23,114) Fitness/Exercise/Health Club (18,012) Winter Sports like: Skiing, Sledding, Snowboarding, And Snowmobiling (16,948). With all these sports all of them are very active and fun but come with a lot of risks. [8] All sports injuries or injuries in general have different severity. Just like all injuries so do brain injuries. The most common known scale to determine the severity is The Glasgow Coma Scale (GCS). GCS it is a scoring system used to describe the level of consciousness in a person following a traumatic brain injury. Basically, it is used to help gauge the severity of an acute brain injury. The test is simple, reliable, and correlates well with outcome following severe brain injury. This system works like this The GCS measures the following functions: Eye Opening (E) 4 = spontaneous 3 = to voice 2 = to pain 1 = none Verbal Response (V) 5 = normal conversation 4 = disoriented conversation 3 = words, but not coherent 2 = no words, only sounds 1 = none Motor Response (M) 6 = normal 5 = localized to pain 4 = withdraws to pain 3 = decorticate posture (an abnormal posture that can include rigidity, clenched fists, legs held straight out, and arms bent inward toward the body with the wrists and fingers bend and held on the chest) 2 = decelerate (an abnormal posture that can include rigidity, arms and legs held straight out, toes pointed downward, head and neck arched backwards) 1 = none[9] Clinicians use this scale to rate the best eye opening response, the best verbal response, and the best motor response an individual makes. The final GCS score or grade is the sum of these numbers. This scale leads to three categories Severe (GCS 3-8, you cannot score lower than a 3.) Moderate (GCS 9-12) and Mild Traumatic brain injuries( GCS 13-15).Mild traumatic brain injury occurs when a loss of consciousness is very brief, usually a few seconds or minutes. However, a loss of consciousness does not have to occur-the person may be just dazed or confused. You can also have testing or scans done of the brain and they may appear normal. A mild traumatic brain injury is diagnosed only when there is a change in the mental status at the time of injury-the person is dazed, confused, or loses consciousness. The change in mental status indicates that the persons brain functioning has been altered, this is called a concussion. [1]Eisenberg, John M. Rehabilitation for Traumatic Brain Injury: Summary. Rockville, MD: U.S.Dept. of Health and Human Services, Public Health Service, Agency for Health Care Policy and Research, 1998. [2] Vay, David Le and Elise Cuschieri. Challenges in the Theory and Practice of Play Therapy. London: Routledge, 2016. [3] Vay, David Le and Elise Cuschieri. Challenges in the Theory and Practice of Play Therapy. London: Routledge, 2016. [4] About Brain Injury. About Brain Injury BIAA. Accessed December 08, 2016. http://www.biausa.org/about-brain-injury.htm. [5] About Brain Injury. About Brain Injury BIAA. Accessed December 08, 2016. http://www.biausa.org/about-brain-injury.htm. [6] Graham, Robert, Frederick P. Rivara, Morgan A. Ford and Carol Mason Spicer. Sports-related Concussions in Youth: Improving the Science, Changing the Culture. Washington, D.C.: National Academies Press, 2014. [7] The American Association of Neurological Surgeons. Traumatic Brain Injury. Accessed December 08, 2016. http://www.aans.org/Patient Information/Conditions and Treatments/Traumatic Brain Injury.aspx. [8] The American Association of Neurological Surgeons. Traumatic Brain Injury. Accessed December 08, 2016. http://www.aans.org/Patient Information/Conditions and Treatments/Traumatic Brain Injury.aspx. [9] The American Association of Neurological Surgeons. Traumatic Brain Injury. Accessed December 08, 2016. http://www.aans.org/Patient Information/Conditions and Treatments/Traumatic Brain Injury.aspx Primary: Secondary: Books: Eisenberg, John M. Rehabilitation for Traumatic Brain Injury: Summary. Rockville, MD: U.S.Dept. of Health and Human Services, Public Health Service, Agency for Health Care Policy and Research, 1998. Graham, Robert, Frederick P. Rivara, Morgan A. Ford and Carol Mason Spicer. Sports-related Concussions in Youth: Improving the Science, Changing the Culture. Washington, D.C.: National Academies Press, 2014. Pargman, David. Psychological Bases of Sport Injuries. Morgantown, WV: Fitness Information Technology, 1993. Vay, David Le and Elise Cuschieri. Challenges in the Theory and Practice of Play Therapy. London: Routledge, 2016. Zasler, Nathan D., Douglas I. Katz and Ross D. Zafonte. Brain Injury Medicine: Principles and Practice. New York: Demos, 2007. Website: About Brain Injury. About Brain Injury BIAA. Accessed December 08, 2016. http://www.biausa.org/about-brain-injury.htm. Concussions Brain Injuries: Symptoms, Tests, Treatment. EMedicineHealth. http://www.emedicinehealth.com/slideshow_pictures_concussions_brain_injuries/article_em.htm. ( Accessed November 18, 2016.) Severe Brain Injury. SpringerReference. doi:10.1007/springerreference_183092. Finish The American Association of Neurological Surgeons. Traumatic Brain Injury. Accessed December 08, 2016. http://www.aans.org/Patient Information/Conditions and Treatments/Traumatic Brain Injury.aspx. Traumatic Brain Injury. Traumatic Brain Injury Mayo Clinic. Accessed November 18, 2016. http://www.mayoclinic.org/diseases-conditions/traumatic-brain-injury/basics/definition/CON-20029302. Understanding TBI: Part 1 What Happens to the Brain during Injury and the Early Stages of Recovery from TBI? What Happens During Injury And In Early Stages Of Recovery. (Accessed November 18, 2016. ) http://www.msktc.org/tbi/factsheets/Understanding-TBI/What-Happens-During-Injury-And-In-Early-Stages-Of-Recovery. Articles: Chmielnicki, Eva. Brain: Bouncing Back after Brain Injury. Nature Medicine 18, no. 5 (2012): 670. doi:10.1038/nm.2783. Schmutz, JÃ ¶rg. Brain Injury and Spinal Cord Injury. Handbook on Hyperbaric Medicine: 585-90. doi:10.1007/1-4020-4448-8_34. Secondary Brain Injury. SpringerReference. doi:10.1007/springerreference_183091. Severe Brain Injury. SpringerReference. doi:10.1007/springerreference_183092. Sports and Brain Injury. AccessScience. doi:10.1036/1097-8542.yb140815.