ADHD Diagnosis Relief and Fear for Others Essays

ADHD Diagnosis Relief and Fear for Others Essays ADHD Diagnosis Relief and Fear for Others Essay ADHD Diagnosis Relief and Fear for Others Essay Today, in the United States there are 5 million kids, adolescence and grownups that are diagnosed with larning disablements ( NCLD ) . There are no known factors that cause larning disablements ; therefore these disablements are non the consequence of economic disadvantages, environmental factors or cultural differences. To be labeled as holding a learning disablement is potentially stigmatising for both the person and household members MacMaster, Donovan A ; MacIntyre ( 2002 ) . Factors associating to being labeled can ensue in hapless socialisation accomplishments, academic failure, and cognitive shortages that might interfere with the development of the kid s self- regard. The National Center for Learning Disabilities ( NCLD ) classifies Attention Deficit Hyperactivity Disorder ( ADHD ) as a acquisition disablement where the person has a trouble remaining attentive, commanding his or her behaviour and is overactive. About one tierce of persons with larning disablements besides ha ve ADHD. There is a contention among pedagogues sing the injury a kid goes through when they foremost find out that there is something incorrect with them ; Timimi A ; Leo ( 2009 ) believe that a individual diagnosing relieves emphasis, defeat and frights from the parent when they are faced with the complex undertaking of their kid s instruction. For whatever ground, some parents push for their kid to be labeled merely in order to have single services. However, there has been a recent realisation of the upset and hence an addition in the figure of persons that are diagnosed for intervention of ADHD. The quality of services the ADHD kid receives can change harmonizing to each school territory. Unlike specific subject-based larning disablements such as linguistic communication, reading or math, the option of stimulating medicine could be used to assist handle ADHD. The intervention of ADHD remains controversial while the diagnosing and prescriptions of stimulating medicine has gone t hrough a steep addition in the past few decennaries in most Western Societies Timimi ( 2009 ) . The addition in the figure of ADHD diagnosing is due to the better apprehension of ADHD, and the alteration in the manner society classifies and trades with kids s behaviours. This alteration is a move from believing about a kid s behaviour as normal to believing that these behaviours are symptoms of a medical status. This paper argues that the usage of stimulating medicine should non be an option for the intervention of ADHD in preschool-aged kids because they are still developing and demand to larn to command their urges. For kids in simple school, behavioural intervention should be the primary class of action and stimulating medicine should be considered as the last class of action. It is necessary for both age groups to develop womb-to-tomb accomplishments that train the encephalon how to concentrate instead than merely ordering medicine that could potentially lose its authority over clip. What is ADHD? Rowland, Lesesne A ; Abromowitz ( 2002 ) , province that presently, ADHD is one of the most common neurodevelopment upsets of childhood. Daley, Jones, Hutchings and Thompson ( 2008 ) , describe ADHD as a continual form of inattention, impulsivity and hyperactivity that correlates with the kid s developmental province. These symptoms of inattention, impulsivity and hyperactivity typically arise in early childhood and can do cross-situational damage from place to school. Troubles include hapless ordinance of emotions, jobs with motor co-ordination and low defeat tolerance. Children with ADHD are at hazard of non developing appropriate socialisation accomplishments, may hold hapless academic accomplishment and hapless life-skills and this deficiency of basic accomplishments can transport into maturity. Those with ADHD tend to dawdle about two old ages behind their equals in societal development which explains why ADHD has co-morbidities with other psychiatric and developmental upsets i n about 30-70 % of kids with ADHD Rowland et Al. ( 2002 ) . These kids are more likely to see more societal rejection by their equals. Having ADHD is serious non merely to one s instruction, but to one s overall wellness. Those with ADHD are at an increased hazard for prosecuting in life endangering behaviours such as smoke, unprotected sex, intoxicant and drug maltreatment. It is reported that ADHD drivers have 50 % more moving misdemeanors and three times more accidents than the normal population Rowland et Al. ( 2002 ) . Woodard ( 2006 ) raises the concern that some parents and primary attention suppliers are discerning that stimulating medicine may ensue in a future maltreatment of illegal stimulation drugs. Children with ADHD usage more medical and mental wellness services than other kids because they are 10 times every bit likely to prosecute in ego inflicted hurt and twice every bit likely to run the hazard of serious hurt DiScala EL al.,1998. On a fiscal position, those wi th ADHD had twice the sum of medical costs and ten times the sum of outpatient mental wellness services compared to the normal population. Therefore, those with ADHD disproportionately use the mental wellness system. Monitoring and long term surveies on the effects of stimulating medicine are necessary in explicating a public wellness response and cut downing hazardous wellness behaviours. Rise in Diagnosis and Prescriptive Treatment of ADHD Timimi ( 2009 ) , states that in Western civilizations rates of diagnosing and prescriptions of psychiatric medicine for ADHD has dramatically increased in the last few decennaries. Rowland et Al. ( 2002 ) , indicates the progressively big figure of kids being treated for ADHD is a concern for the overall general populace and wellness functionaries. The rapid addition in the figure of kids being prescribed medicine connects back to the concern over whether the diagnosing is being made decently Rowland et Al. ( 2002 ) . Harmonizing to the National Institute of Mental Health, approximately 2 million kids have ADHD. Three quarters of these 2 million kids are identified as taking Ritaline, one of the more popular stimulation medicines used in the intervention of ADHD. In some of the more richness vicinities in the United States, it is noted that over 15 % of Caucasic male childs go toing simple school in are being treated with some signifier of stimulating medicine for ADHD. In 2005 ther e was a reported addition in baby doctors ordering an extra stimulation to the cocktail if the first medicine did non hold any important consequence on the kid s behavior Wolraich EL Al ( 2010 ) . The job is since there are no long term surveies on the effects of these medicines ; the long term hazard of medicating a kid throughout his or her school old ages is unknown. Another wellness concern is medication intervention is normally less effectual in existent universe scenes than in clinical tests even when conformity and side effects are apparent. Medication entirely does non normalise one s behaviour. Therefore, understanding those who respond ill to medicines is necessary so that other signifiers of intervention attacks can be developed ( Rowland, 2002 ) . Who is Performing the Diagnosis of ADHD Pediatric and household pattern doctors play an of import function in naming ADHD. Parents bring their kids into the doctor s office and merely a little part of kids will exhibit the overt symptoms of ADHD during the office visit Posey, Bassin A ; Lewis ( twelvemonth? ) ( 59 ) . Williams et al. , 2004 besides note that 45 out of 47A baby doctors surveyed reported ADHD as their most common diagnosing. It seems a speedy diagnosing in the baby doctor s office might be rushed and needs farther ratings since the kid might merely be holding a bad twenty-four hours. This is interesting since the diagnosing of ADHD is through proving done by multiple different beginnings including medical professionals and clinical ratings and trials. Rowland et al. , ( 2002 ) account for this is that the wellness attention system does non adequately counterbalance primary attention suppliers for mental wellness ratings. The links between primary attention suppliers and mental wellness specializers are ten uous and supply few inducements for supplying systematic follow ups after appraisal. Even when the DSM-IV standard is used in doing a diagnosing, it does non stipulate how studies from different information should be combined. The job lies in the deficiency of standardisation and continuity in this procedure that dramatically displacements who is considered a instance. Since there are about 2 million kids diagnosed with ADHD, means that on norm there will be at least one kid with ADHD in every schoolroom. ADHD affects kids across all environments, therefore alterations in the schoolroom are necessary as portion of a holistic attack to intervention. A A Sherman, Rasmussen A ; Baydala 2008, makes the correlativity that instructors and other school professionals are frequently the first to propose the diagnosing of ADHD.A Switching the profession who determines the diagnosing from doctors and wellness attention suppliers to instructors function can assist advance a positive collaborative attack to turn toing and handling ADHD.A Physicians now are sing teacher ratings when naming and handling their patients.A This coaction between wellness professionals, instructors and parents are of import factors while implementing intercessions. The job arises when wellness professionals create a intervention or intercession for their patient, without sing how in structors will accept the intervention. The chief job with instructors take parting in the intercession is the sum of clip required.A The degree of accomplishment and clip committedness necessary to put to death the intercession creates unneeded hazards for the other kids in the classroom.A Integrate this subdivision with above While school professionals harmonizing to Rowland et Al, ( 2002 ) are frequently the first group to detect marks of ADHD, kids are frequently non diagnosed by psychologists or head-shrinkers but instead, baby doctors or other primary attention providers.A In these instances, most primary attention doctors do non utilize the Diagnostic and Statistical Manual of Mental Disorders ( DSM-IV ) as a criterion when measuring ADHD.A Pediatric Research in Office Settings ( PROS ) has estimated that 62 % of clinicians based their diagnosing on clinical intuition or other non standardized signifiers of appraisals instead than the DSM standards for an ADHD diagnosing. Preschool Children Since more kids [ any manner to quantify this? ] are now traveling to some kind of school before kindergarten, it is natural for kids s alone behaviour to be picked up and characterized by professionals. In preschools, 2-5 % of kids are diagnosed with ADHD. Features of ADHD in this age group include heedlessness, hyperactivity and unprompted behaviours. Socially the kids do non listen to instructions, they have trouble sitting still, and they interrupt conversations and blunder out out inappropriate remarks. These features are riotous to the overall instruction of the pupils in the preschool category and these ADHD pupils are more likely to be suspended from preschools due to riotous behaviours Young A ; Amarasingh ( 2010 ) . xxxxxxxxxxxxxxxxx Covering With ADHD In the Classroom [ see prof s notes talk more by and large about ADHD in the schoolroom before the complications of multidisciplinary intervention programs ] Kyangha Lee s 2008, survey ADHD in American Early- Schooling: From a Cultural Psychological Perspective indicates that the debatable behaviour of the ADHD pupil interrupts the acquisition of the other kids in the schoolroom who deserve to learn.A The attending spent on the kid with ADHD creates such a distraction in the schoolroom that the instructor is so unable to learn the other kids particularly fixing the kids for required province accomplishment tests.A Therefore, it is necessary for everything to flux swimmingly so that all the pupils to larn the academic topics and fix for their tests.A In Kyungwa Lee survey ADHD in American Early Schooling, Jennifer, a 2nd class instructor explains how medication makes her twenty-four hours easier when those pupils have taken their medicine ( 429 ) . However, Jennifer states from a female parent s position the concern that her boy was non demoing his true personality with his medicine even though he was able to concentrate and learn.A Wh ile most instructors do non oppose medicine in serious instances, they do non like the thought of medicating pre-Kindergarten and Kindergarten children.A Deb, a pre- Kindergarten instructor, expresses her concern by stating kids are developing so much at this [ age ] so many things are traveling onaˆÂ ¦ and I think giving medicine to set an terminal to the job is non to the kid s benefit ( Lee, 2008, p. 428 ) .A Deb continues by explicating in some terrible instances medicine is necessary similar to the demand of insulin for a diabetic but merely if the diagnosing of ADHD is certain and interfering to a great extent with the kid s education.A While many instructors are concerned about noticeable riotous behaviours, there are some instructors who are more concerned about less seeable and inattentive behaviours. These inattentive kids are overlooked because they are frequently quiet and good but in world their heedlessness interrupt their ain personal acquisition. Carol, a Kindergarten instructor, describes these kids as off in [ their ] ain universe, playing with [ their ] shoe laces, or playing with the rug, or aˆÂ ¦looking at the wallaˆÂ ¦ and non listening or paying attending to what s traveling on ( Lee, 2008, p. 421 ) . With this immature age group, instructors frequently try to avoid hyperactive-impulsive behaviours as a major symptom of ADHD since they are cognizant that these behaviours can be normal for immature kids three and four old ages of age. Preschool instructors have a difficult clip finding if the kid has trouble compared to a kid in simple school ; preschool aged kids are still larning how to command themselves and understand acceptable school behaviour such as how to sit and listen to a narrative. While it is characteristic for preschool pupils to miss self control, the manner the instruction environment is set up the deficiency of place work and prep in these age groups creates trouble for a instructor to distinguish a kid with ADHD from his normal equals ( Lee, 2008 ) . Expected gender features can take to misdiagnosing ADHD.A Boys tend to be over diagnosed due to their hyperactivity, while misss are under diagnosed because they do non move out as much.A Girls have societal outlooks of being quiet, dainty and proper.A They tend to sit down and be quiet while male childs are expected to be for unsmooth and boisterous. The bulk of instructors are more opposed to medicine for misss than male childs Lee 2008. In add-on, instructors are more likely to try behavioural techniques for misss compared to boys. Researchers argue that pharmaceutical intervention is used for advancing the outlooks of a boy codification for what are appropriate masculine behaviours which result in success and accomplishment in competitory acquisition and featuring environments. Ritalin is a manner of bring forthing better male childs by enabling them with the chance to gain A s and non B s in order to concentrate on the earnestness of constructing their hereafter Kindlon and Thompson ( 1999 ) . Lee 2008, shows that kids with ADHD are found across all economic degrees, civilizations and cultural backgrounds at the same rates. It is besides celebrated that those with ADHD tend to hold late birthdays in the school twelvemonth rhythm doing them the youngest in their class.A This might bespeak that portion of ADHD could be a adulthood issue because some kids can be up to a twelvemonth behind some of their schoolmates. If the big age spread is so, so no medicine could do a kid behave older than their age.A If a kid is biologically immature for their age group or even Acts of the Apostless younger, instructors so perceive these pupils as problematic, which in bend can take to labeling kids as pathological or sick.A Rogoff, 2003 describes how age is non tracked in many cultural communities in footings of age norms.A The job with Western schools is that they are connected in industrialisation that places value one s efficiency and productivity.A Develop these farther. Harmonizing to Mooney ( 2000 ) 60 % of those with ADHD and or Learning Disabilities end up in gaol, while 80 % terminal up in the mental infirmaries. [ Is this right? ] This dismaying statistic demonstrates that this job is more than an issue in the schoolroom. The fact that so many kids with larning troubles end up in gaol and or the mental establishment shows that this is a public issue because some former pupils could be menaces to society. It is of import to stress that non every kid with ADHD is traveling to turn up as a menace to society, and if they do, it that does non intend that they are in gaol for slaying. It could merely be the fact that since some did non graduate high school, they might hold trouble set downing a occupation to back up them and as a consequence have to back up themselves by other agencies. Pharmacological Treatment of ADHD However, the intervention of ADHD during pre school old ages is widely controversial because of recent medicine tests. The Preschools with Attention-Deficit/Hyperactivity Disorder Treatment Study ( PATS ) [ in what twelvemonth? ] was the first controlled test to measure the safety and efficaciousness of Ritalin ( one of the active ingredients in stimulating medicine ) in kids between 3 and 5 old ages old. This test was configured to measure the short-run efficaciousness and long term safety in preschool kids with ADHD. Thirty per centum of the participant s parents reported moderate to terrible inauspicious side effects such as emotional jobs sleep issues, decreased appetency and crossness. These side effects were doing excessively much injury for some so that 11 % of the participants dropped out of the test due to the unbearable side effects ( Daley, Jones, Hutchings A ; Thompson ( 2008 ) . This shows that one of import concern for medicine is the study of unwanted side effects. S ome of these side effects include clinginess, melancholy, and crossness, backdown in drama, decreased appetency and difficultly kiping. Another survey done by the Preschools with Attention-Deficit/Hyperactivity Disorder Treatment Study ( PATS ) sponsored by the National Institutes of Mental Health showed the correlativity between stimulating medicine and growing deceleration with important diminutions in tallness and increase in rate of weight addition in kindergartners. Posey, Bassin A ; Lewis ( twelvemonth? ) Preschoolers who remained on stimulations experienced a 20 per centum lessening in expected tallness addition and a 50 five per centum lessening in expected weight addition ( Timimi, 2009 ) . Harmonizing to the NIMH, these pupils are more susceptible to inauspicious drug side effects such as reduced socialisation, appetite suppression, weariness, sleep jobs and temper deregulating, with troubles such as dysphasia and crossness to a point where parents end up taking to stop t he medicine and describe some concentration betterment. As many as150, 000 kids ( 1.5 % of all preschool kids ) are taking stimulations, tranquillizers, antidepressants or antipsychotic drugs. This tendency non merely indicates the addition of kindergartners taking medicine, but besides shows they are likely to take medicine for longer periods of clip [ than who or what? ] ( Posey et al. ) . When taking a medicine attack for a preschool aged kid it is necessary to see a figure of factors such as rapid cardinal nervous system development, higher rates of inauspicious effects, affected emotional and cognitive developments, linguistic communication and developmental degree and the fact that about all medicines for ADHD are non FDA approved for kids less than five old ages of age ( Posey et al. ) [ day of the month, page ] . It was one time believed that the critical periods of neurodevelopment were limited to gestation and babyhood. Now, nevertheless, it is considered a procedure that remains throughout a individual s lifetime. Therefore, with this information, exposures to environmental toxins, including pharmaceuticals, can ensue in a diminution in cognitive or behavioural maps. Presently, in the field of neuroscience and developmental psychological science, the importance of protecting the normal development of young persons and teens has increased for two grounds. First , the importance of maximising the encephalon growing in childhood straight correlates with the addition of intelligence and decreases the badness of dementedness in the ulterior phases of life. [ beginning of old statement ] This rational and emotional adulthood depends on the white affair called medulla in the encephalon. Finally, if medicine is present, it may forestall the catch-up growing in the encephalon from the normal development, which has been linked to long term shortages in grownup knowledge ( Timimi, 2009 ) . While all these side effects are true, instructors tend to concentrate more on the positive than negative effects of medicine. These positive effects centre on being successful and working in school. The instructor s position of positive effects fit into the cultural beliefs about the independent ego as stable and in control. Because of the manner that the school system is set up, there are limited ways for a kid to prosecute in originative look in school. [ is this Anna s sentiment or a fact? ] The instructors perceptual experience of medicine is that it helps the pupil to be in control of their emotions is short sighted. The accent on accomplishment in standardised trials deprives kids of the chance and clip to foremost develop ego control and ego subject. The manner the school system is presently set up, instructors start in the incorrect topographic point by stressing on what pupils can non make or make non cognize. There must be a better system that builds a kid s self-respect on strengths, accomplishments and abilities to prosecute the whole individual to their greatest potency. There needs to be less of a push to label kids with everything they struggle with and turn disablements into something everyone can easy work with, on occasion work about, and sometimes turn into a strength? [ cheque quote does it truly hold a inquiry grade? ] ( Lee, 2008 ) . Summarize up this subdivision and passage to following subdivision. Non-pharmacological interventions This needs an debut Since there is much concern and uncertainness about the long term effects of stimulating medicine in immature kids, parent preparation for preschool kids must be the first measure in the intervention program. Parent preparation is the healthiest intervention since there are no chemical changes and the most lasting signifier of intervention since it develops one s accomplishments to modify their behaviour. Parental preparation purposes to learn parents to larn how to place and pull strings the ancestors and effects of a kid s behaviour. Harmonizing to Logian, Elbert, A ; Johnson ( 1998 ) , parent preparation besides includes how to treat, mark and to supervise debatable behaviours by honoring positive societal behaviours through congratulations, and positive attending while diminishing unwanted behaviours through planned clip out and other non physical disciplinary techniques. These are extremely structured plans that can run up to several hebdomads long. An illustration of a parent preparation plan is the Incredible Years Program which has been found to be effectual for preschool kids with early oncoming symptoms of ADHD every bit good as other behavior upsets. Parents that enrolled in this plan reported that they noticed lower degrees of inattentive and hyperactivity impulsive symptoms in comparing to parents who were in the control group. Harmonizing to Jones, 57 % of these kids had such an betterment with their intervention that they were no longer had symptoms to stay classified as ADHS and remained so at their 18 month follow up rating. This manner the ADHD symptoms are addressed by working with the parents to enable them to modify and heighten their parenting accomplishments in hopes of bettering the parent- kid relationship. Therefore, parent preparation purposes to learn parents how to place and pull strings a kid s behaviour, mark and proctor debatable behaviours, and how to honor with appropriate positive attending. The end of parent preparation is t he same as behavioural therapy but differs in the fact that the parent is the 1 to increase one on one contact and learn their kids schemes sing how to get by with job behaviours. Parent preparation plans are good in the intervention of ADHD because it helps parents go more competent in covering with their kid s behaviour. The ADHD NICE Clinical Guideline recommends that a similar parent preparation plan mentioned above demands to be the first line of intervention in preschool kids. Harmonizing to some parents, this topographic points emphasis that they are at mistake because it places incrimination that they lack rearing accomplishments or are bad parents. Alternatively, parents should see parent preparation as a manner to optimise their accomplishments to run into demands of their kids with ADHD ( Young A ; Amaraskinghe, 2009 ) . Once the kid matures and reaches school-age, peer relationships and emotional jobs may besides be present doing isolation, unpopularity, unhappiness, anxiousness and a lower sense of ego worth. These jobs lead to the kid holding jobs at school, societal scenes and with the household. Harmonizing to Daly, in this age group similar to preschool kids, the intervention should concentrate on the nucleus jobs of attending, impulsivity and hyperactivity control. In respects to this specific age group, parent preparation is besides the best non-pharmacological attack. In these kids the effectivity in handling ADHD has been evaluated in a big figure of surveies that demonstrate a decrease in symptoms including reduced degrees of household hurt. Using parent preparation in school age kids is supported by the NICE Clinical Guidelines which recommends the usage of parent preparation for kids up to thirteen old ages of age. The parent developing signifier of intervention is most effectual dependi ng on how you the kid is. The lone negative factor of parent preparation, is that it is found to be less good for kids whose parents besides demonstrate ADHD symptoms ( Young, 2009 ) . [ What about school-based intervention and therapy and/or reding? ] On a fiscal facet, the NICE Clinical Guidelines indicate the value of parent preparation as cost and resource effectual. Harmonizing to the MTA Cooperative Group, there is no compelling literature to back up that stimulating medicine is capable of bettering the long term effects of ADHD. Research findings have raised the possibility that stimulating medicines may hold a shelf-life which means that these medicines are merely good on a comparatively short term footing. Medication as a standalone intervention is non able to turn to the multiple mental wellness demands and damages associated with ADHD ( Tamimi,2009 ) . [ this subdivision is uncomplete ] Decision With any diagnosing amongst the wellness spectrum from HIV to larning disablements there are stigmas attached to the disease. In this instance, ADHD is no different. There needs to be an accent on parent preparation accomplishment groups to assist develop life long behavior accommodation and schemes instead than jumping sound over to medicine as the speedy hole. While some parents rush to acquire their kid diagnosed as an alibi to explicate their kid s behaviour, the quality of the kid s new life with this diagnosing must be taken into history every bit good. Children deserve more than merely a checklist and medicine. Each kid s symptoms must be to the full evaluated so that he or she can have the best and most appropriate class of intervention for their single demands. An rating should include a household appraisal and both educational and psychological testing. Parents can be supportive of their kids and advocator for their kids s demands to understand that non all the troubles req uires a pill or changing bad parenting. The convergence of both fiscal and social force per unit areas has created an ADHD industry [ explain this industry ] that does non ever function the best involvements of the kid ( Tamimi, 2009 ) . Mooney 2000, provinces if we think about the particular instruction industry, there are the pharmaceutical companies ready to do money off ADHD kid and physicians composing books on ADHD, but the job are that those kids are the 1s that have no voice. Children with ADHD should be engaged in intervention that supports personal command which will take them to better their self-pride instead than have a life-time label and day-to-day medicine. What is the benefit of labeling a kid with ADHD, a diagnosing that they do non needfully to the full understand at a immature age? The diagnosing makes kids experience stupid or messed up by honoring them by giving them their ain particular schoolroom or topographic point outside the schoolroom door on the linol eum floor for all the other pupils to walk and look at them like insects. The job is that we see kids as the job but the existent job lies with the manner we treat them. Daley, D, Jones, K, Hutchings, J, A ; Thompson, M. ( 2008 ) . Attention shortage hyperactivity upset in pre-school kids: current findings. recommended intercessions and future waies. Care, wellness, and development, 35 ( 6 ) , 754-766. DiScala C, Lescohier, Barthel M, et Al. 1998. Injuries to kids with attending shortage hyperactivity upset. Pediatricss 102:1415-1421. Lee, K. ( 2008 ) . Adhd in American early schooling: from a cultural psychological position. Early Child Development and Care, 178 ( 4 ) , Lonigan, G. , Elbert, JC. , A ; Johnson, S.B ( 1998 ) . Empirically supported psychosocial intercessions for kids: An overview. Journal of Clinical Child Psychology, 27, 138. Mooney, J, A ; Cole, D, ( 2000 ) Learning Outside the Lines New York, NY: Hearth Posey, W, Bassin, A ; Lewis. Preschool attention deficit disorder and medication..more survey needed. Journal Childhood A ; Infant Psychology, 57-77. Rogoff, B ( 2003 ) The Cultural Nature of Human Development. Oxford: Oxford Press Rowland, A, Lessesne, C, A ; Abramowitz, A. ( 2002 ) . The epidemiology of attending deficit/hyperactivity upset: a public wellness position. Mental Retardation and Developmental Disabilities, 8: 162-170. Sherman, J, Rasmussen, C, A ; Baydala, L. ( 2008 ) . The Impact of instructor factors on accomplishment and behavioural results of kids with Attention Deficit/Hyperactivity Disorder ( ADHD ) : a reappraisal of the literature. Educational Research, 50 ( 4 ) , 347-360. Tamimi, S. , A ; Leo, J. ( 2009 ) Rethinking ADHD from Brain to Culture. New York, NY: Palgrave Macmillan Wolraich, M, Stein, D, Rushton, J, OConner, K ( 2010 ) Pediatricians Attitudes and Practices on ADHD Before and After the Development of ADHD Pediatric Practice Guidelines. Journal of Attention Disorders, 13 ( 6 ) , 563-572. Woodard, R. ( 2006 ) . The Diagnosis and Medical Treatment of ADHD in Children and Adolescents in Primary Care: A Practical Guide. Primary Care Approaches, 32 ( 4 ) , 363-370 Young, S, A ; Amarasinghe, M. ( 2010 ) . Practitioner Review: Non-Pharmacological Treatments for ADHD: a Lifespan Approach. Child Psychology and Psychiatry, 51 ( 2 ) ,116-133.

A Friend of Jims

A Friend of Jims A Friend of Jims A Friend of Jims By Maeve Maddox Theo Smith writes: I am often frustrated by what I call a double possessive. We seem to say and write friends of Jims not friends of Jim when the item possessed   is stated before that which possesses it. But when the possessor is identified first, we say, for example, Jims friends. Whats up with this? The double possessive appears in that of indicates possession and so does the apostrophe s (s) appended to the possessor. What can you tell me about this?    This double genitive construction includes both a friend of Jims and a friend of his. Its one of those English idioms that tries the souls of logic lovers, but it has been in the language for a very long time because it works. The double genitive makes it possible to distinguish between definiteness and indefiniteness. It also eliminates ambiguity. For example, theres a distinct difference of meaning between the following phrases: a photo of Daniel a photo of Daniels Although in use since Chaucers time or before, the double genitive attracted the attention of 18th century grammarians; their disapproval did nothing to stamp it out. Modern style manuals offer guidelines. According to the Chicago Manual of Style, The possessive form may be preceded by of where one of several is implied. â€Å"A friend of Dick’s† and â€Å"a friend of his† are equally acceptable. 7.29 The AP Style Book goes into more detail: DOUBLE POSSESSIVE: Two conditions must apply for a double possessivea phrase such as a friend of Johnsto occur: The word after of must refer to an animate object, and The word before of must involve only a portion of the animate objects possessions. Otherwise, do not use the possessive form of the word after of: The friends of John Adams mourned his death. (All the friends were involved.) He is a friend of the college. (Not colleges because college is inanimate). For a linguists take on the double genitive, read Mark Libermans Genitive Anxiety. 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 Grammar category, check our popular posts, or choose a related post below:75 Contronyms (Words with Contradictory Meanings)"Confused With" and "Confused About"7 Sound Techniques for Effective Writing

IBM Business Strategy Case Study Example | Topics and Well Written Essays - 1000 words

IBM Business Strategy - Case Study Example The contributing key success factors were : However, in 2002, with the achievement and success of its business model and the introduction of the new computing architecture like grid and utility computing, IBM made a high-profile announcement about its new corporate strategy centered on the concept of "on demand business". Unluckily, IBM's stock price plunged down and hit the lowest after the disappointing financial results in the first quarter of 2005 with sales increased by merely 3% from the previous year, far lower than many industry analysts' forecast of a 6% increase. It was some years after Sam Palmisano took over as chief executive officer (CEO) in March 2002. As a precautionary measure, the company announced an immense restructuring in its European operations. Even though there were improvements in the second quarter, some began to express their uncertainties and doubts whether the "on demand business" strategy would deliver the promised results. More distinctively, many started to question how and why such a strategy was accepted and justified in the first place. In order for IBM to remain competitive and ahead of its competitors in the increasingly crowded marketplace, a new corporate strategy called the "On Demand Business," was conceived. ... In an interview, Ginni Rometty, the global head of IBM's Business Consulting Services, talks about the on demand era and on demand business. "The on demand era is primarily characterized by change. Companies are being challenged to respond with speed to an increasingly fast paced and complex environment. Because the rate of change in this environment will become constant and unpredictable, adaptability and flexibility will be critical. Successful companies will have the ability to nimbly adapt to changes in their environment, from sensing and responding to the needs of customers in realtime to adjusting spending around market fluctuations. An on demand business is one whose business processes -- integrated end-to-end across the company and with key partners, suppliers and customers -- can respond with speed to any customer demand, market opportunity or external threat. In our research into the long-term business and technology trends affecting companies, IBM has identified four essen tial attributes of an on demand business: responsive, variable, focused and resilient. As companies move along the continuum between traditional and on demand business, they will more strongly exhibit these characteristics." On the other hand, we might wonder if this new strategy really works If this makeover is a success, why did the stocks of IBM plummet in the recent years Perhaps, there are loopholes in the process of implementation with this new corporate strategy. The result of my thorough investigation, analysis, and research showed that the critical issues involve here are Industry Development and Strategic Development. Industry Development. An Industry

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Food Quality and Safty - Case Study Example Manufactures should embrace certain systems that ensure the integrity of the food in terms of health and quality. In order to do this they need to follow certain safety and quality assurance systems, which have been developed to safeguard the food quality. Some of them are obligatory while others are voluntary the obligatory ones are known as safety assurance systems. The difference between mandatory and voluntary systems is based on good Hygiene practices GHP as well as good manufacturing practices GMP (Sikora and Stranda 2005, p.85). Good hygiene practices systems will ensure the firms production process adheres to the highest standards of cleanness and food such as meat would never be exposed to contaminants or foreign particles such as plaster since it would be thoroughly examined before being released into the market. The law does not require the other quality management systems although desirable to consumers and society such as having quality assurance control points, which are put in place strategically with the view of eliminating hazard (Sikora and Stranda 2005, p.85). Quality control points allow the manufactures to check the products in stages, for instance, in bread production; the manufactures can check the dough after it has been through the oven for soot burnt parts. If this were to be done at every stage of production, the hazards would be considerably reduced as well as the margin for error in the final product. Hazard analysis and critical control points(HACCP) is considered to be the most important method of controlling safety hazards in food and drugs, its effectiveness is enhanced by the fact that, instead of inspecting the finished product, HACCP identifies the physical, chemical, and allergic hazards in the food during the production process, as such it is considered a preventive method. It can be applied in any

Physical Science Essay Example | Topics and Well Written Essays - 250 words - 5

Physical Science - Essay Example Notably, the conclusion of scientific trails usually emphasizes on a given number of trials so that the findings of the investigation are valid, accurate, and applicable to the natural world (Gauch 58). The fundamental scientific method elements include objective, consistent, observable, pertinent, parsimonious, falsifiable, and reproducibility. Falsifiable – this is concerned with the fact that the hypothesis should sometimes be proven incorrect using observable data set within the experiment; otherwise, the experiment is never pegged on the research hypothesis fully. Consistent – this element requires the use of law of reasoning in formulating the hypotheses and the same should be made consistent with broader and currently understood scientific laws (Murty 43). It is worth noting that it is only in rare cases that the hypothesis within a broader usually turns to be incomplete or incorrect. It is worth noting that effective application of the scientific method elements is significant in eliminating biases, unnecessary complications, and inconsistencies thereby helping in creating an accurate theoretical framework and structure that describe the natural world (Gauch 78). In essence, the scientific method elements usually help in regulating research work and exemplifying the scientific method

Vocabulary Learning Through Computer Assisted Language English Language Essay

Vocabulary Learning Through Computer Assisted Language English Language Essay Abstract The importance of learning English as an international language requires the acquisition of vocabulary as the basic and necessary skill. By the improvement of technology, and computer in particular, many researches are done to show the influence of technology on vocabulary learning. This literary review is done to show the importance as well. Introduction Michael Levy defined Computer-assisted Language Learning (CALL) in his book as the search for and study of applications of the computer in language teaching and learning (p.1). It is recognizable in the academic literature for about the last thirty years. CALL has been made possible by invention and development of the computer. They developed from large mainframe computers to smaller, faster, and easier ones. For all those who whish to create new CALL materials, points of departure range dramatically from top-down approaches centered perhaps upon a theory of language or language learning, or a curriculum specification, while others might develop CALL materials from the bottom up, perhaps by using the computer to address a particular classroom problem. Other points of departure might include a learning strategy , a macroskill, computer conferencing, or an exploration of aspects of the technology itself. There are practical issues to considerfor example, the selection of the hardware a nd software development tools for the project, Hypercard, Authorware, Toolbook, CALIS, C, and Visual Basic, or a mark-up language to enable publishing on the World Wide Web such as Hypertext or Virtual Reality Mark-up Languages (HTML and VRML), are just a handful of many options now available. (Michael Levy, Oxford Linguistic Computer-Assisted Language Learning Context and Conceptualization, p.3) an interdisciplinary perspective on CALL shows it to be a relatively new field of study that has been subject to the influence of a number of other discipline. In addition to the fields of computing and language teaching and learning, real and potential influences in the development of CALL included aspects of psychology, artificial intelligence, computational linguistics, instructional design, and human-computer interaction. Many of these disciplines are relatively new in themselves, having developed significantly since World War II. They each have their own perspective and frame of reference, they often overlap and interrelate, and the extent to which any one discipline should influence the development of CALL has not been determined. At various times, CALL workers have called upon each of these fields to guide their own work in some way. (the same, p.7) Development of CALL Jing-hua suggested in his paper presented It is commonly known that the development of CALL mainly experiences three phases, namely, behavioristic CALL, communicative CALL, and integrative CALL. Each phrase is marked by distinct language teaching theories. For example, Behaviousristic CALL is based on the dominant behaviorist theories of learning and teaching of that time, which emphasizes the formation of speaking habit, thus, courseware mainly focuses on practice and drill of language patterns. After behaviorism lost its dominance, cognitive psychology began to gain popularity. Communicative CALL rejects the notion of habit-formation and focuses more on creative language use. So software at that time stressed the importance of communication and creative use of language instead of manipulation of language forms. Under the influence of constructivism, integrative CALL began to gain prominence. Constructivism focuses more on the connection between old knowledge and new knowledge and l earners are taken as active participators who can engage in creative thinking rather than follow ready made knowledge. The development of internet provides learners with enormous amount of authentic materials and also a platform where they can have a real conversation with peers, teachers or native speakers. The integration of the four skills becomes possible and learners individual needs are satisfied to some extent. Studies on computer assisted vocabulary learning have touched upon different aspects of vocabulary learning, among which a line of research is to examine the effects of electronic or online dictionary use or the effects of look-up behavior or the click behavior on word retention (p.60,61). What Does Vocabulary Mean? Vocabulary .. is an essential means of interchanging ideas and of acquiring new experiences Mans growth in ideas has always been accompanied by a corresponding expansion of his vocabulary. (Gray 1939, p.1). When a pupil reads and learns the meaning of familiar words by context, there is reason to believe that the knowledge will be genuine and important. (Thorndike 1934, p.11). The commonest way and perhaps the best way to promote growth of content in words is to allow the child to infer the meaning from context (Chambers 1904, p.50). Vocabulary Acquisition and L2/FL Reading Comprehension Reading is an active skill that involves the reader, the text, and the interaction between the two. Reading in a L2 or FL is a dynamic and interactive process, during which learners make use of a variety of skills and strategies, combined with background knowledge, L1-related knowledge and real-world knowledge to arrive at an understanding of written material (Aebersold and Field, 1997: ix). Constantinescu (2007) suggests that several researchers have argued that vocabulary plays a major part in reading proficiency Aside from knowing how to use the appropriate reading strategies, Grabe (1991, as cited in Butler-Pascoe and Wiburg, 2003: 124) argues that fluent L2/FL readers need to know about 2,000 to 7,000 words and sometimes even more if they want to reach native-like fluency. Similarly, Groot (2000: 62) argues that an adequate understanding of academic texts requires a vocabulary of at least 7,000 words. Generally, L2/FL readers need to recognize approximately 95 per cent of the words in a given text in order to comprehend its meaning and they need to know the different meanings of words according to context, as well as words grammatical properties. What are Language Learning Strategies? Seglar (2001) remarked, Language Learning Strategies could be any set of operations, steps, plans, routines used by the learner which affect this process (p,26). There are two ways for the second language vocabulary acquisition. S. Prell suggested in his articles wo ways for the second language vocabulary acquisition (p.2): The first method, the experimental method, is CAVOCA. The second method is a more familiar approach to the students, called the bilingual word list. Prell remarked, The first method is the bilingual word list presentation. The second is the Computer Assisted Vocabulary Acquisition (CAVOCA) program.The CAVOCA method attempts to replicate the way the first language is acquired, which is through an incremental process that gradually develops with repeated exposure and constant interaction between the various stages (Groot, 2000, p. 64). The program has four sections, which include storing the word in memory; using the word in several sentences to learn the spelling and meaning; giving examples for long-term memory; and a self-assessment. The second method is a more familiar approach to the students, called the bilingual word list. This method takes less time and produces favorable short-term results (Prell). Prell conducted some experiments and found that both of them wre valuable, yet through some experiments it was proved that they were different from each other: In the first two experiments, the bilingual word list yielded substantially higher results with the immediate tests given than the CAVOCA program. However, in testing the students two to three weeks later, the CAVOCA method produced better results for the retention of the vocabulary. In the third and fourth experiments, the bilingual word list did not show significant differences in the immediate tests from the first two experiments. However, the CAVOCA method showed higher rates of retention for the tests given two to three weeks after the initial test. Information Processing Iheanacho (1997) remarked in his research suggests that cognitive theorists assume that any complete theory of human cognition must include an analysis of the plans or strategies people use for thinking, remembering, understanding and producing language (p.18). Iheanacho (1997) remarked in his research The memory system explains the interrelationship among the three main storage structures of the brain: Sensory register, Short term memory (STM), and Longterm memory (LTM) (p.2). According to Schwartz and Reisberg (1991), the STM provides a small storage repository where the information is repeated over and over through a maintenance rehearsal process. When a piece of information is repeated and rehearsed, the probability of retaining that information can increase. But the STM is limited in how much information it can hold. The maintenance rehearsal helps to transfer the excess information which is not yet needed to another storage called Long-Term Memory (LTM). LTM provides a storage place of great size containing information that is not immediately active so that the information can be retrieved when needed. According to Miller (1989), LTM helps people to recall events, solve problems and recognize patterns. It is the repository in which we carry out all that we know (Schwartz Reisberg 1991). The interrelationship between STM and LTM explains how visual information can enhance retention and recall. According to Posner (1969), visual information can persist in STM after the stimulus is diminished. Additionally, visual information can be activated and retrieved from the LTM. The information processing model can account for the effectiveness of visuals in learning. Visual research Heinich, Molenda and Russell (1993) proposed that learning is facilitated when instruction follows a sequence from actual experience to iconic representation, and then to symbolic or abstract representation. Visuals make abstract information more concrete and are suited for analogical reasoning (Levie, 1987). Pictures and prose can be used to help both skilled and unskilled readers to enhance their reading skills ( Holmes, 1987). Holmes studied the ability of 116 fifth and sixth grade students to answer inferential questions. Three groups were established. The first group used pictures, the second group used prints, and the third group used a combination of prints and pictures. His purpose was to examine skilled and unskilled readers to see if there would be a significant difference in their ability to answer questions in each approach. He found that pictures enabled both skilled and unskilled readers to answer inferential questions. Holmes therefore suggested using pictures to initially improve inferential reading, and then gradually advancing to using print only. Imagery and vocabulary acquisition Furthermore, a study conducted by Paivio and his associates (1971) revealed that when learners are instructed to use images to commit a list of words to memory, recall is facilitated dramatically. In the study, subjects were required to learn pairs of words by rehearsing each pair, by making up a sentence for each pair of words, and by forming a mental image for each pair of words, with the image combining the words. They found that subjects who learned through imagery performed better on a recall test. Dual-coding theory Dual-coding theory contends that pictures and words activate independent visual codes (imagens) and verbal codes (logogens). The verbal system is language-like and specializes in linguistic activities associated with words and sentences, whereas, the visual system is thought of as a code for images and other picture-like representations (Rieber, 1994; Rieber, 1992). Rieber further explains that both verbal and visual subsystems have unique properties. Whereas logogens are stored in the verbal system as discrete elements, resembling words and sentences, imagens are stored as continuous units in the visual system. According to (Paivio, 1986; Rieber, 1992; Rieber, 1994), dual coding theory assumes that three levels of processing can occur within the verbal and visual systems. These are: representational connections, associative structure, and referential connections. Representational connections occur between incoming stimuli and either the verbal or visual system. Whereas verbal stimuli activate verbal memory codes, visual stimuli activate visual memory codes. Rieber (1994) explained that the important aspect of referential connections between the verbal and visual systems are not one to one, but can be one to many. For example, seeing a picture of a computer may invoke many verbal responses, such as an Applecomputer, an IBM computer or a Laptop computer. This concept can be applied when using pictures to learn vocabulary. Associative structures refer to activation or processing of information within any of the systems. The processing of information in the verbal system is assumed to be sequential or linear; whereas, processing of information in the visual system is believed to be parallel or synchronous. The separate coding systems, however, can aid each other so that something coded in both picture and verbal forms can be easily remembered (Rieber, 1994). The probability of recall is increased due to the availability of two mental representations instead of one. If one memory trace is lost, the other is still available (Rieber Kini, 1991). Multimedia CALL and vocabulary acquisition Studies (Reid, 1996; Davis Lyman-Hager, 1997; Zimmerman, 1997) showed the effectiveness of multimedia CALL on vocabulary learning in particular and language learning in general. Based upon this review, multimedia CALL programs that use motion pictures, still pictures, and text can help ESL students to improve their vocabulary skills. But it is not clear if a multimedia program with motion pictures or the one with still pictures will be more effective for intermediate level ESL students. More empirical studies to investigate the effectiveness of multimedia CALL with motion pictures and still pictures on vocabulary acquisition of ESL students can lead to the development of more effective methods for vocabulary acquisition. Motion graphics and still graphics Many studies (Rieber Kini 1991; Siribodhi, 1995; Rieber, 1990; Rieber, 1996) have shown that computer graphics are effective for gaining attention. Furthermore, Iheanacho (1997) suggested that computer graphics can encourage students to create mental images that in turn make it easier for them to learn certain types of information. The difference between motion graphics and still graphics is that motion creates the illusion of movement which helps to explain abstract concepts (Bricken, 1991; Rieber, 1994). In 1996, Rieber conducted a study to explore how users interact and learn during a computer-based simulation given graphical and textual forms of feedback. He found that subjects learned more when provided with animated graphical feedback than with textual feedback. Rieber hypothesized that interactive forms of multimedia, such as computer. simulations will promote different levels of processing depending on the type of representation used (e.g. text, graphics, motion and sound). In an earlier study, Rieber Kini (1991) contended that in contrast to static graphics, animated graphics can provide users with additional information through two important visual attributes: motion and trajectory. They also added that animation can provide information about whether the object is moving or whether the objects motion changes over time. Still or static pictures, on the other hand, lack motion and are more abstract than motion pictures. Still pictures suggest motion whereas motion pictures show life in action, can be used to study specific elements, and can bring us close to the point of visual contact (Dale, 1969). EXPERIMENTS ON COMPUTER-ASSISTED VOCABULARY ACQUISITION IN THE ESL CLASSROOM RESEARCH QUESTIONS Pelletreau (2006) conducted an experiment Of chief importance in this study was the degree to which students would take advantage of computer-assisted opportunities for incidental vocabulary learning while performing online reading tasks. The study necessarily addressed a more fundamental question: How would students learn new words in the course of completing computer-based reading tasks? Lastly, and most importantly for this study, how was the learning of non-target words related to the learning of target words? (p.16). In an earlier study (see Juffs et al., April, 2006), students frequently used the online dictionary to look up the meanings of target words. In fact, students accessed 71% of all the definitions available to them on average, and yet, such behavior did not correlate with mastery of words (r = .16, n.s.). The best predictor of word mastery (as defined by 2 correctly answered post-reading vocabulary questions) was number of texts read (r = .86, p à ¢Ã¢â‚¬ °Ã‚ ¤ .0001). In other words, students reading more texts mastered more words, though the time spent clicking on hints had almost no effect on word mastery (Juffs et al., April, 2006). If students were not benefiting from looking up target words, it may have been because they were not actually making use of target-word definitions. But what were they doing while reading? They were either unable or unwilling to learn target-word definitions. It became apparent that students were not gaining a substantial learning advantage by using the online dictionary. In other words, students were not achieving a desired learning outcome. They resisted their language-learning task and instead participated in a counter-task (Lantolf Thorne, 2006, p. 238) In this context, a decision was made to allow students to look up any word in the online dictionary. Perhaps students had been focusing their attention on non-target words, or maybe they had other preferred (and unknown) methods of using the program. It was clear that students were likely not using the REAP program the way they had been expected to, and it was also apparent that the instruments to gather data about students behavior in the LMC were lacking. As a result, REAP was modified to allow students to look up the meaning of any word, and the number of clicks of both target and non-target words was recorded. Because quantitative data alone would provide an incomplete picture of student vocabulary-learning behavior, qualitative data collection instruments were introduced. Students could be valuable sources of information about their own vocabulary-learning techniques. The acquisition of target vocabulary was thought to depend on student comprehension of non-target words. It was hypothesized that students would use information about non-target words to assist them in their target-vocabulary tasks. It may have been the case that knowledge of non-target words surrounding target words would aid students in making lexical and semantic connections that facilitated target-word acquisition. In line with such reasoning, a strong positive correlation between non-target and target-vocabulary acquisition was posited, at least up to a particular critical threshold. For those students who knew the meanings of very few of the words surrounding target words, it was reasoned, target-word acquisition would be minimal. In such a scenario, such students would have too many gaps in their word knowledge and too few resources to be able to acquire a considerable number of target words. In effect, students learning more non-target words were predicted to learn more target words, though only up to a point. Student accuracy on measures of target vocabulary knowledge should have correlated strongly with non-target vocabulary acquisition up to some critical point. After a certain threshold, the acquisition of additional non-target words might have led to a decrease in the number of target words acquired. Such a threshold may have depended in part on the general language proficiency of the student (measured in this case by the MTELP score). The finite nature of the students language-learning resources, including processing power, attention and memory, may also have been important. It was thought that students spending much of their time learning as many non-target words as they possibly could would likely perform as poorly with respect to target-word acquisition as those who paid little or no attention to non-target words. In such cases, it was plausible that temporal and cognitive constraints (Sweller, 1988; 1994) would lead to students acquiring relatively fewer target words. In effect, the distribution of target words acquired versus non-target words acquired should have been more or less nonlinear. That is, target-word learning should have reached some maximum value for a moderate value of non-target word learning. Additionally, the amount of non-target word acquisition occurring in the study should have been much less, on average, than that of target-word acquisition. While there may have been some exceptions, the explicit instructions to focus on target words coupled with the way the words appeared should have led to relatively greater student attention to target words. It should also be pointed out that students answered cloze questions testing their knowledge of target words (for which they received feedback) after each reading, while they answered no such questions and received no feedback pertaining to non-target words. Greater attention and in general, more cognitive resources devoted to target words should have translated to differential target and non-target vocabulary learning. In terms of predicting how many target and non-target words students learned, general language proficiency should have provided some indication of such information. Pelletreau (2006) concluded in this experimenr, Non-target word lookups did not correlate with target word acquisition. Students did not appear to learn target words faster or better by attending to non-target words. As a result, the relationship between the explicit and incidental learning students engaged in remains unclear. The relative effectiveness of each, as well as the optimal balance of explicit and incidental learning in such a context, is an open question. Benefits of CALL for Vocabulary Acquisition and Reading Comprehension According to Constantinescu (2007) Multimedia refers to computer-based systems that use various types of content, such as text, audio, video, graphics, animation, and interactivity. Constantinescu (2007) mentioned in his article Most research on vocabulary acquisition and CALL has focused on the effects of multimedia glosses, and the same is true for reading comprehension, since vocabulary and reading are closely and reciprocally related. This reciprocal relationship also accounts for the fact that many research studies on vocabulary development and CALL also examine reading comprehension, and vice versa. Multimedia Glosses and Vocabulary Development One of the first to examine the effects of multimedia glosses for vocabulary development were Lyman-Hager and Davis (1996), who integrated a computer program into the French foreign language curriculum and discussed vocabulary acquisition and students glossing choices for 262 intermediate level students studying French. Two conditions were used in this study: computerized reading and non-computerized reading using an excerpt of Oyonos Une Vie de Boy. Both groups had access to glosses: the computer group had access to multimedia annotations, whereas the control group could consult printed text with the same glosses. As to whether or not computer treatment offered significant benefits to FL students, the results of the written recall protocol indicated that the experimental group who used the computer program to read the text significantly outperformed the control group who used the glossed reading in the print form. Using Multimedia for Vocabulary-building Constantinescu (2007) mentioned in his article However, multimedia is not used only for glossing texts. Multimedia is a central component of good computer-assisted skill-building software. Thus, Chanier and Selva (1998) stressed the benefits of multimedia support for learning L2/FL vocabulary and presented ALEXIA, a lexical learning environment for French as a L2/FL, which includes a corpus of texts, a general and a personal dictionary, and a lexical activities unit. After reviewing various viewpoints about the effectiveness of multimedia for vocabulary learning, they propose useful criteria for evaluating the quality of a visual representation in a lexical environment. Groot (2000) presented another multimedia-enhanced computer-assisted word acquisition program, called CAVOCA, whose aim was to speed up the vocabulary acquisition process. CAVOCA is an interactive program that takes learners through different stages of vocabulary development: deduction, consolidation, and long-term re tention. Benefits of Multimedia-enhanced Dictionaries Other research that focused on vocabulary development with technology argued for the increased effectiveness of multimedia-enhanced electronic dictionaries designed specifically for English language learners, and which have several built-in aids that their book counterparts cannot provide (e.g. the Longman Interactive English Dictionary, the Oxford Picture Dictionary Interactive, etc.) (Butler-Pascoe and Wiburg, 2003: 126-12) Benefits of Multimedia for Reading Comprehension The positive effect that multimedia has on reading comprehension comes, according to Busch (2003: 278), from the great advantage that online readers have over traditional printed readers: the possibility to enhance computerized texts with glosses in multimedia format. The effects of multimedia glossing received increased attention as researchers considered the possibility that computer-aided reading could create more proficient readers by offering a choice of various types of glosses to develop better vocabularies, greater background knowledge surrounding the text, and more effective reading strategies (Lyman-Hager and Davis, 1996: 775). Constantinescu (2007) remarked some principles for instructors to increase the efficiency of the introduced strategies: First Principle: Instructors Should Pay More Attention to the Existence of Various Teaching Tools For vocabulary acquisition, instructors could make great use of technology by using multimedia glossed texts, electronic dictionaries, corpora and concordance software, as well as various vocabulary-building software. Second Principle: Instructors Should Introduce Multimedia-glossed Texts into Their Vocabulary/Reading Classes Multimedia glossing triggers better results when compared to print glosses. Moreover, full glossing seems to be the best facilitator of vocabulary acquisition and reading comprehension, as opposed to little or non-glossed texts. In addition, best results in retention are triggered by picture + text annotations, whereas pronunciation, video, and audio glosses seem to correlate negatively with reading comprehension. Third Principle: Instructors Should Be Acquainted with the Criteria for Software and Courseware Evaluation (e.g. goals, presentation, appropriateness, outcomes), As Well As Take Into Consideration Two Very Important Factors: Time and Effort Teachers must be aware that there are many different types of software or online materials available for ESL / EFL, however, not all of them are valuable for classroom instruction. Some materials focus on specific skills, while others focus on a wide range of skills and strategies. Moreover, instructors should also ensure that the materials used in class are motivating for students and are at an optimum, i+1 difficulty level, so that progress can be attained. Teachers should also pay attention to students level of familiarity with computers and keep in mind whether the chosen software will trigger the desired outcomes. Fourth Principle: Instructors Should Keep Up with Current Methodology and Make Best Use of Visuals and Multimedia Good CALL programs should make best use of visual elements and multimedia glossing, as well as generate students participation. The programs should be interactive, allowing the students to make choices. Also, they should consist of a wide range of different types of exercises in which students not only choose the right answers but also type in answers. Summary L2 comprehention depends mostly on acquiring vocabulary at least 7,000 words as was mentioned by Groot (2000: 62). Due to the importance of vocabulary acquisition some ways were discussed, and through some experiments by Prell it becomes clear taht the CAVOCA method produced better results for the retention of the vocabulary (p,3). So, in continuation, my research focused on the influence of different models of Call strategies on accelerating vocabulary learning and how the instructors should use them in the best way to increase their efficiencies. Conclusion Among different forms of computerized ways of vocabulary learning, some ways were mentioned. While being different from each other, it is proved that some of them are more efficient that others. All in all, CALL can be a useful instrument for both teachers and students in regard to the priority it has to the difficult traditional ways.

Scott Pilgrim vs. The World Essay -- Film Review, Boy meets Girl

Scott Pilgrim vs. the World tells the classic story of boy meets girl, boy falls in love with girl but first must overcome problems which the girl brings from her past that interferes with their relationship. Initially defeated, sad boy realizes that this girl is â€Å"the one† and so goes into battle for her once more, and this time he is victorious. Where Scott Pilgrim vs. the World is fresh and unique is in the combination of styles and influences from comic books (Scott Pilgrim originally being a comic before being made as a film) and video games, particularly styles of video games popular during the early era of home video consoles in the 1980s and 1990s for which the intended audience of the movie, whose childhoods largely occurred in that period, would feel a deep nostalgia. Costume design, props, and the stylized gestures and vocal delivery of the actors (pp. 125-130, 139-146) all contribute to creating a feel reminiscent of said â€Å"old-school† video games. D irector Edgar Wright structured the editing of the film so as to create the feel of a continuous stream of action, as though the romance is seen as a never-ending, fast-paced conflict. Sound (pp. 279-280) and visuals (p. 118) are also used in such a way as to create the sense of a universe which is deliberately unrealistic and as direct as possible a translation of the original comic book into film format. Although the film uses a restricted narration (p. 93), with the audience only seeing events as far as Scott can see them, the extensive use of visual and sound cues, as well as the deliberately formulaic plot structure and references to many old video games and classic â€Å"boy-meets-girl† stories, the general structure and plot (pp. 80-82) of which the audience is assumed to b... ... and substitutes the common traits by the use of unique and innovative elements from a different medium. The style and the pop culture references (especially to video games) which the film is full of helps connect with the target audience, and also show the significant of how fantasy, video games and comic, can stylistically distribute a classical convention to the distinct overall formal system (pp. 56-58, 60-61). In other words, this film that incorporates stylistic elements of comic books and video games to tell a story which is already familiar fodder for movie audiences also makes it especially relevant to an audience demographic raised with video games and manga. Perhaps such prophetic in the integration of stylistic elements from different forms of popular entertainment media into film, can be something which audiences in the future may well come to expect.

Customer Based Brand Equity Essay

Customer based brand equality is very important for both local and foreign businesses. Many local based brands have been facing increased competition and challenges from other foreign brands. Both foreign and local brands have been taking turns capitalizing on their competitive position within the Chinese mobile phone market. Because of this, there is a need for both local and foreign brands to gain a clear understanding of their customer’s preferences, in regards to mobile phone features and the perception of their competitive position from their customers. Building a brand and properly managing it has become very important for all companies. Companies are now beginning to realize that brand equity is a most powerful tool and a valuable asset to them. The maintenance and enhancement of a company brand has become a very important part of the management tasks in companies. Brand knowledge structures in the minds of customers are the foundation of brand equity. Brand equity is widely perceived as consisting of brand loyalty, brand awareness, perceived quality and brand associations, among other things. Building brand equity has specific rewards that are quite obvious. But there is a problem in that very few managers are able to objectively assess the strengths and weakness of their brands. Measuring brand equity is very important in assessing the value of the brand. Customer based brand equality helps companies to become aware of the likes and dislikes of their customers. This article shows that customers have three important attributes that they prefer; which are service, durability and brand image. Brand features uniqueness is the least important factor that affects consumers’ mobile phone preference. Price, distinctiveness, place, promotion and advertisements are the second tier attributes of consideration for customers. Attention should be given to improving the brand equity within the Chinese market. All mobile brands should pay very close attention to the improvement of their services and the enhancement of their products durability and brand imager, rather than focusing on intense price competition. The foreign brands are consistent across the board, clearly outperforming their foreign competitors with regard to customer attitudes in the Chinese market. The local foreign companies should begin to focus their attention on enhancing the quality of their product and building up their brand personality and their image. There is still room for the foreign brands to improve their brand equity. Strong brand equity means that customers have high brand awareness, maintain a favorable brand image, perceive high quality and are loyal towards the brand. Reference for the journal: Liaogang, Chongyan, Zian Source: International Management Review, Volume 3, Number 3, 1 April 2007, pp. 76-106

Free Essays on Should I Change My Attitude

Introduction to Free Will and Determinism Should I Change My Attitude When I examine if I should change my attitude I feel that it is important to investigate the different influences that have formed my attitude. I have been influenced by the different values and morals that my parents, family, and teachers have taught me. My attitude has also been formed through experiences that I have had. There are also many factors that have cause changes in my attitude. Should I change my attitude? I guess when you really think about it, everyone can bear to change something about their attitude. People have different views on situations, and some are right and some are wrong. I consider myself to have a fairly open attitude to new ideas, and the ideas of others. I do not feel that I need to change my attitude overall, but I feel that there are certain aspects of my attitude that could be adjusted. "Our knowledge springs from two fundamental sources of the mind; the first is the capacity of receiving representations (the ability to receive impressions), and the second is the power to know an object through these representations (spontaneity in the production of concepts). Intuition and concepts constitute, therefore, the elements of all our knowledge." (Immanuel Kant) This quote is discussing how knowledge is formed, and this can be referred to attitude as well. Our attitude is developed from our mind, the impressions we receive, and through representation, the concepts we learn. Growing up in a small community of Northern Maine I have not been exposed to as much as someone from the city, because of this I feel it is important that I keep an open attitude when I see things that are different, or things that are new for me. In the community that I grew up in there was only one African American family, I do not consider myself to be racist, but I feel that there are a lot of people in my town who are prejudice. I feel th... Free Essays on Should I Change My Attitude Free Essays on Should I Change My Attitude Introduction to Free Will and Determinism Should I Change My Attitude When I examine if I should change my attitude I feel that it is important to investigate the different influences that have formed my attitude. I have been influenced by the different values and morals that my parents, family, and teachers have taught me. My attitude has also been formed through experiences that I have had. There are also many factors that have cause changes in my attitude. Should I change my attitude? I guess when you really think about it, everyone can bear to change something about their attitude. People have different views on situations, and some are right and some are wrong. I consider myself to have a fairly open attitude to new ideas, and the ideas of others. I do not feel that I need to change my attitude overall, but I feel that there are certain aspects of my attitude that could be adjusted. "Our knowledge springs from two fundamental sources of the mind; the first is the capacity of receiving representations (the ability to receive impressions), and the second is the power to know an object through these representations (spontaneity in the production of concepts). Intuition and concepts constitute, therefore, the elements of all our knowledge." (Immanuel Kant) This quote is discussing how knowledge is formed, and this can be referred to attitude as well. Our attitude is developed from our mind, the impressions we receive, and through representation, the concepts we learn. Growing up in a small community of Northern Maine I have not been exposed to as much as someone from the city, because of this I feel it is important that I keep an open attitude when I see things that are different, or things that are new for me. In the community that I grew up in there was only one African American family, I do not consider myself to be racist, but I feel that there are a lot of people in my town who are prejudice. I feel th...

List of French to English False Cognates

List of French to English False Cognates One of the great things about learning French or English is that many words have the same roots in the Romance languages and English. However, there are also a great many faux amis, or false cognates, which look similar but have different meanings. This is one of the biggest pitfalls for students of French. There are also semi-false cognates: words that can only sometimes be translated by the similar word in the other language.This alphabetical list (newest additions) includes hundreds of French-English false cognates, with explanations of what each word means and how it can be correctly translated into the other language. To avoid confusion due to the fact that some of the words are identical in the two languages, the French word is followed by (F) and the English word is followed by (E).Fabrique (F) vs Fabric (E)  Ã‚  Ã‚  Ã‚  Ã‚  Fabrique (F) is a factory. De bonne fabrique means good workmanship.  Ã‚  Ã‚  Ã‚  Ã‚  Fabric (E) is equivalent to tissu or à ©toffe. When speaking fi guratively, e.g., the fabric of society, the French word is structure. Facilità © (F) vs Facility (E)  Ã‚  Ã‚  Ã‚  Ã‚  Facilità © (F) means ease, easiness, ability, or aptitude.  Ã‚  Ã‚  Ã‚  Ã‚  Facility (E) is a semi-false cognate. It usually refers to a structure that serves a particular function, although it can mean easiness, aptitude, etc.Faà §on (F) vs Fashion (E)  Ã‚  Ã‚  Ã‚  Ã‚  Faà §on (F) means way, as in voil la faà §on dont il procà ¨de - this is the way he does it. It can be translated by fashion when it is synonymous with way or manner, as in ma faà §on - in my fashion / my way.  Ã‚  Ã‚  Ã‚  Ã‚  Fashion (E) is a style or custom, usually in clothing: mode or vogue. For all of you apple pie eaters out there, now you know that la mode really means in fashion.Facteur (F) vs Factor (E)  Ã‚  Ã‚  Ã‚  Ã‚  Facteur (F) is a semi-false cognate. In addition to factor, it can mean postman, mailman, or maker - un facteur de pianos - piano maker.  Ã‚  Ã‚  Ã‚  Ã‚  Factor (E) un facteur, un à ©là ©ment, un indice.Fastidieux (F) vs F astidious (E)  Ã‚  Ã‚  Ã‚  Ã‚  Fastidieux (F) means tedious, tiresome, or boring  Ã‚  Ã‚  Ã‚  Ã‚  Fastidious (E) means attentive to detail or exacting: minutieux, mà ©ticuleux, tatillon. Fendre (F) vs Fend (E)  Ã‚  Ã‚  Ã‚  Ã‚  Fendre (F) means to split or to chop.  Ã‚  Ã‚  Ã‚  Ã‚  Fend (E) is se dà ©brouiller, to fend off means parer or dà ©tourner.Figure (F) vs Figure (E)  Ã‚  Ã‚  Ã‚  Ã‚  Figure (F) is a semi-false cognate. It is the French word for face, but can also refer to an illustrated or mathematical figure.  Ã‚  Ã‚  Ã‚  Ã‚  Figure (E) refers to numbers chiffres as well as to the form of a persons body: forme, silhouette.File/Filer (F) vs File (E)  Ã‚  Ã‚  Ã‚  Ã‚  File (F) is a line or queue. Filer (F) means to spin (e.g., cotton or thread) or to prolong.  Ã‚  Ã‚  Ã‚  Ã‚  File (E) can refer to une lime (as well as the verb limer), un dossier, or un classeur (and the verb classer).Film (F) vs Film (E)  Ã‚  Ã‚  Ã‚  Ã‚  Film (F) refers to a movie.  Ã‚  Ã‚  Ã‚  Ã‚  Film (E) can mean un film as well as la pellicule.Finalement (F) vs Finally (E)  Ã‚  Ã‚  Ã‚  Ã‚  Finalement (F) means eventually or in the end.  Ã‚  Ã‚  Ã‚  Ã‚  Finally (E) is enf in or en dernier lieu.Flemme (F) vs Phlegm (E)  Ã‚  Ã‚  Ã‚  Ã‚  Flemme (F) is an informal word for laziness. Its commonly used in the expressions avoir la flemme (Jai la flemme dy aller - I cant be bothered to go) and tirer sa flemme - to loaf about.   Ã‚  Ã‚  Ã‚  Ã‚  Phlegm (E) la mucosità ©.Flirter (F) vs Flirt (E)  Ã‚  Ã‚  Ã‚  Ã‚  Flirter (F) may mean to flirt or to go out with/date someone.  Ã‚  Ã‚  Ã‚  Ã‚  Flirt (E) is flirter or, informally, draguer.Fluide (F) vs Fluid (E)  Ã‚  Ã‚  Ã‚  Ã‚  Fluide (F) can be a noun: fluid, or an adjective: fluid, flowing, flexible. Il a du fluide - He has mysterious powers.  Ã‚  Ã‚  Ã‚  Ã‚  Fluid (E) means fluide or liquide.Fond (F) vs Fond (E)  Ã‚  Ã‚  Ã‚  Ã‚  Fond (F) is a noun: bottom or back.  Ã‚  Ã‚  Ã‚  Ã‚  Fond (E) is an adjective: to be fond of - aimer beaucoup, avoir de laffection pour.Football (F) vs Football (E)  Ã‚  Ã‚  Ã‚  Ã‚  Football (F) or le foot, refers to soccer (in American English).  Ã‚  Ã‚  Ã‚  Ã‚  Football (E) le football amà ©ricain.Forcà ©ment (F) vs Forcefully (E)  Ã‚  Ã‚  Ã‚  Ã‚  Forcà ©ment (F) means inevitably or necessarily.  Ã‚  Ã‚  Ã‚  Ã‚  Forcefully (E) can be translated by avec force or avec vigueur.Forfait (F) vs Forfeit (E)  Ã ‚  Ã‚  Ã‚  Ã‚  Forfait (F) is a fixed, set, or all-inclusive price; a package deal; or, in sports, a withdrawal.  Ã‚  Ã‚  Ã‚  Ã‚  Forfeit (E) as a noun indicates un prix, une peine, or un dà ©dit.Formation (F) vs Formation (E)  Ã‚  Ã‚  Ã‚  Ã‚  Formation (F) refers to training as well as formation/forming.   Ã‚  Ã‚  Ã‚  Ã‚  Formation (E) means formation or crà ©ation.Format (F) vs Format (E)  Ã‚  Ã‚  Ã‚  Ã‚  Format (F) means size.  Ã‚  Ã‚  Ã‚  Ã‚  Format (E) as a noun refers to prà ©sentation; as a verb it means formater or mettre en forme.Formel (F) vs Formal (E)  Ã‚  Ã‚  Ã‚  Ã‚  Formel (F) usually means categoric, strict, or definite, but may be translated by formal in linguistics, art, and philosophy.  Ã‚  Ã‚  Ã‚  Ã‚  Formal (E) officiel or cà ©rà ©monieux.Formidable (F) vs Formidable (E)  Ã‚  Ã‚  Ã‚  Ã‚  Formidable (F) is an interesting word, because it means great or terrific; almost the opposite of the English. Ce film est formidable  ! - This is a great movie!  Ã‚  Ã‚  Ã‚  Ã‚  Formidable (E) means dreadful or fearsome: The opposition is formidable - Lopposition est redoutable/effrayante.Fort (F) vs Fort (E)  Ã‚  Ã‚  Ã‚  Ã‚  Fort (F) is an adjective: strong or loud as well as a noun - fort.  Ã‚  Ã‚  Ã‚  Ã‚  Fort (E) refers to un fort or fortin.Four (F) v s Four (E)  Ã‚  Ã‚  Ã‚  Ã‚  Four (F) is an oven, kiln, or furnace.  Ã‚  Ã‚  Ã‚  Ã‚  Four (E) quatre.Fourniture (F) vs Furniture (E)  Ã‚  Ã‚  Ã‚  Ã‚  Fourniture (F) means supplying or provision. Its from the verb fournir: to supply or provide.  Ã‚  Ã‚  Ã‚  Ã‚  Furniture (E) refers to meubles or moblier.Foyer (F) vs Foyer (E)  Ã‚  Ã‚  Ã‚  Ã‚  Foyer (F) can mean home, family, or fireplace as well as a foyer.  Ã‚  Ã‚  Ã‚  Ã‚  Foyer (E) is un foyer, un hall, or un vestibule.fraà ®che (F) vs fresh (E)  Ã‚  Ã‚  Ã‚  Ã‚  fraà ®che (F) is the feminine form of the adjective frais, which means both fresh and cool. So this tends to be problem for native French speakers, who often translate boissons fraà ®ches as fresh drinks, when what they really mean is cool drinks.  Ã‚  Ã‚  Ã‚  Ã‚  fresh (E) frais, rà ©cent, nouveau.Friction (F) vs Friction (E)  Ã‚  Ã‚  Ã‚  Ã‚  Friction (F) can refer to a massage in addition to friction.  Ã‚  Ã‚  Ã‚  Ã‚  Friction (E) la friction.Fronde (F) vs Frond (E)  Ã‚  Ã‚  Ã‚  Ã‚  Fronde (F) is a sling, slingshot, or catapult; a revolt; or a frond.  Ã‚  Ã‚  Ã‚  Ã‚  Frond (E) une fronde or une feuille.Front (F) vs Front (E)  Ã‚  Ã‚  Ã ‚  Ã‚  Front (F) means front as well as forehead.  Ã‚  Ã‚  Ã‚  Ã‚  Front (E) le front or avant.Futile (F) vs Futile (E)  Ã‚  Ã‚  Ã‚  Ã‚  Futile (F) can mean futile but is more likely to be frivolous or trivial.   Ã‚  Ã‚  Ã‚  Ã‚  Futile (E) is nearly always translated by vain.

Female Employees Case Study Example | Topics and Well Written Essays - 500 words

Female Employees - Case Study Example Indeed, this article is quite insightful. It has important lessons that can help in understanding about the process of selection and recruitment of employees. First, I learnt that it is legally right for any organization to offer equal treatment and opportunities to all employees irrespective of their gender. Even women have important contributions to make towards the success of the organization. Secondly, an organization should ensure that it comes up with creative and feasible measures to ensure that female employees are not frustrated, but motivated to continue serving the organization. Once this is done, they can not quit, but feel motivated to serve and develop their career. Female employees need to be treated with caution because, unlike their male counterpart, they face a myriad of challenges that they need to be helped to overcome. Response to Critical Thinking Questions Q1 The departure of women is an issue to organizations because they constitute an important segment of workforce. Just men, women are needed in any organization because they also have important contributions to make. In fact, there are certain roles that can be best performed by women. Also, it is legally and ethically right for an organization to give equal employment opportunity to men and women. It can help it to have a good reputation. Q2 In my opinion, it is really unfair for women to be offered dismal packages on their re-entry. Once a worker has reached a certain level in their career, they need to be offered appropriate remuneration.

Should the UK join the Euro Essay Example | Topics and Well Written Essays - 4000 words

Should the UK join the Euro - Essay Example This also eradicates the uncertainties relating to exchange rates and thus helping the banking sector to invest in other member nations. However, apart from the above discussed advantages of joining the Euro, there also lay certain drawbacks that cannot be denied. One of such drawbacks includes the prevalence of common interest rates in different countries, which greatly affect their respective economic and overall development procedure. It is worth mentioning that the European Central Bank (ECB) may discourage the UK to join the Euro, as it plays an imperative role in designing effective monetary as well as fiscal policies. Nonetheless, deficiency in obtaining support from the member nations also highly discouraged the UK in joining the Euro. Thus, taking into concern these drawbacks, it is to be affirmed that the UK would require thinking number of times before joining the Euro. Nevertheless, there lays the probability for the UK to reap several significant benefits in terms of developing its economy by joining the Euro based on the above stated advantages of the same. Thus, with this concern, it can be affirmed th at the UK would become more influential to compete with other powerful nations by joining the Euro. Euro, which is the official currency of the European Union, was introduced in the year 1999. However, there lay numerous discussions regarding the introduction of Euro as a common currency amid the countries of the European Union. Nevertheless, finally in the year 1995, there was a consensus and all the member countries of the European Union agreed to introduce a common currency and named it ‘Euro’. The nations of the European Union who are using this currency at present are the Netherlands, Cyprus, Slovenia, Greece, Germany, Latvia, Luxembourg, Austria, Estonia and Spain. Notably, the countries of the United Kingdom (UK) such as England, Wales, Scotland and Northern