The ways in which poets make use of form and language to present their views on love and marriage Essay Example

The ways in which poets make use of form and language to present their views on love and marriage Essay The two poems studied from the nineteenth century on love and loss give a very different view on love and marriage. A woman to her lover, by Christina Walsh gives a view of a woman wanting co-equal love, whereas in My Last Duchess by Robert Browning, there is a view of patriarchal love and dominance by man. These are both very different views on love, however in A Woman To Her Lover, the views expressed in these days would be seen as rational and what is accepted. In the days which it was written it would be seen as discordant. This essay will focus on comparing the form and language of both poems and how these techniques help to present their views on love and marriage. Along with form and language, this essay will also comment on the use of rhetorical questions, personal pronouns, the use of exclamation marks, imagery and repetition. In A Woman To Her Lover the poem is based on a four-stanza reply to a question, If that be what you ask. We can see that she has been asked to marry and she is setting out the guidelines. The poem also has no set rhyme scheme or rhythm; it also rejects traditional conversion and rules. In the nineteenth century there were rules which women had to follow and what was expected of them, but this freedom in which the poem is written expresses the freedom that the writer is asking for in the relationship between her and her lover. The freedom in the poem represents the freedom asked for in marriage. We will write a custom essay sample on The ways in which poets make use of form and language to present their views on love and marriage specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The ways in which poets make use of form and language to present their views on love and marriage specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The ways in which poets make use of form and language to present their views on love and marriage specifically for you FOR ONLY $16.38 $13.9/page Hire Writer My Last Duchess is written as a dramatic monologue, the speakers personality is revealed through what he is saying. It is written in iambic pentameter and rhyming couplets, which gives the effect of strictness, with a patriarchal and restrictive view of love. There is also enjambement in this poem, which gives it a natural flow, this suggests that what he is saying comes naturally and it is the only way that he thinks. The language in both poems is archaic and of the time but Christina Walsh uses an unusual word order, no servant will I be. This makes the statement more direct with a suggestion of harshness. It also emphasises her disgust at the traditional view of love. In My Last Duchess the duke has an ostentatious voice, worked busily a day. This shows that he has high expectations of his employees and he will also have high expectations of his wife. The Duke also tries to make people fear him, if they durst. This would show that he feels that people should be scared of him, which would include his wife, so he would not be very close to his wife if she were scared of him. The use of questions and rhetorical questions are used in both of the poems. The woman in A Woman To Her Lover uses questions in a reply to an assumed proposal of marriage, Or if you think to wed. These questions are the theme for the whole poem. This can show that he has asked her a question, but before she can answer she has to know things about him. This makes us feel that she is not rushing into marriage but is thinking carefully about if she wants to marry him. The duke, on the other hand, answers his own question, whod stoop to blame. He wants the envoy to agree with his anger and disgust at his disobedient wife. He expects correct answers and is single minded about other views. Along with this he always expects people to agree with him. He would not expect his wife to have her own views, even her view of if she wanted to marry him. Cristina Walsh uses the words we, you and I a lot in her poem, A Woman To Her Lover. This shows that the woman wants co-equal love as she involves the man in the poem. She says what we want rather than I want. It shows partnership in the relationship and togetherness. My Last Duchess has a lot of the personal pronoun, I. This shows that he sees love as ownership and will see his wife as a possession rather than a partner. Love does not account for his choice of wife and will only have a trophy wife, someone who will look good to other people. Cristina Walsh uses exclamation marks in her poem to emphasize her disgust in patriarchal views of love at the end of the stanza, I refuse you! If the exclamation mark were not there we would not be able to see how much she despised the view of patriarchal love she is talking about. Robert Browning uses the exclamation mark also to emphasize his disgust but it is when he remembers his wife having her own views, Sir, t was all one! We can see that he is very dominant and gets angry when she does what she wants. Once again the exclamation marks lets us see how angry he gets and how much he hates her having her own views. A Woman To Her Lover uses quite a lot of parallel structure throughout the whole poem If that be what you ask. This use of parallel structure gives the effect that she is ranting and raving about her disgust of the ideas that she is talking about. The parallel structure also gives the effect that she is shouting very fast and gives fluidity to it. My Last Duchess does not have any parallel structure as I think that the duke is trying to give a note of dignity to himself. Therefore the use of parallel structure will give the effect that he is shouting and getting excited. He tries to make himself sound better than he really is which makes him sound fake about love and that women dont see him for what he is. Christina Walsh uses repetition at the beginning of a sentence to try to get a lot of points through. There are three sentences one after the other all beginning with And. This tells us that the woman has a lot of conditions and points for her love to her lover. Robert Browning uses repetition further apart in his poem; that spot of joy, this gives us the feeling that he is wrapped up in one thing only and can only think about that one thing. This repetition makes us think that he is obsesses with the bad behaviour of his wife and cannot let simple things drop. This makes us think that he is strict with his wife and is not caring or forgiving. These two poems both give very different views of love and marriage in the nineteenth century. Christina Walsh gives a modern view of a relationship, which is what most couples try for today. She lists the conditions for her love. These conditions however are not biased but things that will balance the relationship. Whereas in Robert Brownings, My Last Duchess the Duke talks about a relationship where he has complete dominance over his wife. He also expects her to look up to him at all times and be thankful of everything he has and for her to not acknowledge any other men. Robert Brownings patriarchal view of love, which he talks about in My Last Duchess, was seen as acceptable in the nineteenth century, especially by men. Women yearned for the view of Christina Walsh, but nothing was done about it, we can now see that this view is now a reality in todays world and any other view, i.e. Robert Brownings view, would be unacceptable.

Room F Desert Essays

Room F Desert Essays Room F Desert Paper Room F Desert Paper â€Å"Room for dessert† – Business plan assessment Introduction Many people believe that a business plan is helpful but not necessary. This is true in the sense that business plans are helpful but, in fact, they are vital if you are serious about success in both short and long term. The aim of this paper is to evaluate and critically assess the â€Å"Room for dessert† business plan. The remainder of the paper is organized as follows: Section 2 will try to analyze who is the audience for the plan, what are their needs, and how well does the business plan meet those needs. Section 3 will discuss about the strengths and the weaknesses of the business idea, while the final section will present a personal opinion on the critical issues that might require further investigation before investing in this venture and the way the information might be acquired. Who, What, How well? Many would think that business plans it’s all about formulating the concept and clarifying the details of the proposed business but, first of all, it’s about raising the money to start-up and implement the idea in the real world. When we talk about raising the funds, we implicitly talk about the investors who are looking for the best investment opportunity out of thousands of business plans sitting on their desk, making the business plan the core and probably the most decisive document of the business. It is the case of RFD as well; their business plan audience is the investors. As Sahlam (1997) recommends, in order to speak the language of the investors it is essential to assess the four interdependent factors critical to every new venture: the people, the opportunity, the context and the risk and reward. When discussing about the people behind the business, the investor values the managers who posses insight and experience and he is interested to see how familiar the team members are with the industry and its dynamics. In our case, RFD’s board of directors is represented by accomplished industry experts. Along with their summaries the short presentation of the management makes the assessment of the people clear and easy. Focusing not on the individuals, but on the team, it is noticeable that the team members complete each others, having various educational backgrounds and work experience in different fields covering all the departments of the business. The team members have good insight of the industry, even more suggesting as future potential members of the board professionals from the relevant industry to the business. It deserves full marks. In terms of opportunity, Sahlam suggests that the investor should look in the business plan at the size of the market, the possibility of rapid growth and the number of competitors for that specific business. After the industry examination, RDF business plan describes the way they will build and launch the product and it’s economically viability, checking at the same time the costs, prices and period of time for payment and collecting. Moreover, the data is realistic, presenting the promises for expansion, the drawbacks (variables) and the actions available in case of bias. RDF business plan covers very well the opportunity issue, defining the target customers with high precision (age ranges 25-35 and 35-54, with median household income of $52,100 and their preferences), providing in a clear manner the concept of their product, the operations and facilities and their marketing strategy. Furthermore, a comparison with the competitors is provided along with a description of the potential entrants. Both market and financial analysis are included and presented in both descriptive and graphical ways. It deserves full marks. According to Sahlam, The context presented in the business plan must include the macroeconomic environment, the government regulations and other factors that define the limits of what a business or its competitors can accomplish. The business plan for RDF presents the context for their business proposal. It describes in detail the food trends, the psychology of the customers due to the work environment, the needs of the customers and their new preferences. The business plan seizes opportunities available in this context defining their target customers. It deserves 5 marks. In terms of risk and reward, the RFD plan presents clearly certain negative events can cause a fall in their performance. They state in a realistic manner that the assumptions may be biased or not precisely estimated. A scenario analysis is provided as well, stating that actions will be undertaken by the company in case the first unit performs under the expectations. The management team along with the board of directors assume the responsibility to respond to the risk presented in the plan. The plan contains graphs and visual aid along with financial predictions for the return of the business making the analysis of risk and return easier. Moreover, the plan includes the exit strategy and the predictions of the company evaluation. As the risks have no solutions provided, it deserves 4 marks. Strengths and Weaknesses One of the strengths of RFD business plan is that there is desirability for the product/service, serving a need in a market place. The idea of a quality fine dining restaurant serving desserts and beverages, delivered with unpretentious elegance, as a social alternative to consumers at reasonable prices represents a good idea that fills a gap in the market. On the other hand, the demand for the product wasn’t tested, no survey or trials being delivered, leading to 4 marks A second strength of the plan is that it states clearly the target market, defining the product and its consumers. They define both their customer segments, providing a detailed description of them. Unfortunately, the industry is not a new one, being based on food and beverages. Even the product is a social alternative for consumers, it is not revolutionary. It deserves 4 marks. A third strength of the business plan is the management prowess, RFD providing a good description of the management team and their skills. They offer their resumes and their management plan in a clear way. At the same time they provide a good description of the resources they need to use and the way of acquire them, obtaining full marks. In terms of financial feasibility, the business plan presents all the figures necessary, stating the total start-up cash needed and a description of its use. Moreover it presents its financial performances in comparison with other businesses similar in the industry. The fact that the salaries and the rewards for the board of management are not mentioned might be a drawback and at the same time the shares of the companies are not stated clear among the equity. For this the mark is only 4. What does it miss? In my personal opinion, as an investor I would like to know what are the suppliers that they would like to negotiate with and if these suppliers have a good reputation or not. Moreover, it would be easier and faster to have a list of the firms that the business is willing to collaborate with. Finally, I consider that the plan presents the risks that the business might be exposed to, but it doesn’t provide any solutions for them, even if the management already knows them. I would like to know that the management is thinking ahead for the solutions and not that they will respond promptly to the risks that may occur.

Fahad Young Goodman Brown Question Essay Example | Topics and Well Written Essays - 500 words

Fahad Young Goodman Brown Question - Essay Example Goodman Brown becomes stern and distrustful because he can no longer easily believe reality as it is and because he learns that evil reigns in the world. His experiences in the forest, whether they are dreams or reality, have changed his concept of reality. In the forest, dark magic is everywhere, with the devil turning the wet maple branch into a twig that is â€Å"strangely withered and dried up† and when he sees the â€Å"shape of his own dead father beckoned him to advance† to the devil’s congregation (Hawthorne). These things he saw challenged what is real and what is not. Because Goodman Brown cannot say the difference anymore, he becomes stern when he looks at things and people for nothing is what it appears to be. Furthermore, aside from distrust in reality, he no longer trusts humanity. The congregation makes it clear that the devil rules the world. The devil says: â€Å"Evil is the nature of mankind. Evil must be your only happiness† (Hawthorne). If evil is inside humanity, then he cannot trust people, as well as his own ability to be good. Goodman Brown is stern to himself and the community around him that is filled with evil. Apart from being stern, Goodman Brown becomes sad because he loses his innocence when he learns that everyone he trusted to be good is evil. In the forest, Brown learns that Goody Cloyse, who taught him catechism, is â€Å"old friends† with the devil, while he hears the â€Å"the voices of the minister and Deacon Gookin† getting excited for the evil congregation. The community which he thought was a good one is into devil worship. Probably the worst that he experiences is that even his wife has been baptized into devil worship. His Faith is the young woman that everyone he met has been talking about who will receive the devil’s communion. Goodman Brown says: â€Å"`My Faith is gone!† (Hawthorne). Faith becomes literally his faith in God and humanity.

Business Strategy and the Economic Environment of Business Assignment

Business Strategy and the Economic Environment of Business - Assignment Example The European skies are leading in having one of the most competitive arenas. Airlines like Ryanair have in a huge way mastered this market and have as a result become quite successful over the years. This paper to a huge extent will look into Ryanair and how it has evolved and the internal and external factors which have shaped it. It will also focus on the ways in which the management has moved the airline forward and the directions are taken to expand it. The other focus is on its operations in relation to core competencies, strategic directions, competitive advantages and other relevant strategic decisions are taken. All these will be merged in various sections where they will be highlighted as they fall under the airline’s strategic practices. Ryanair’s history, as well as its present position in the airline business, is quite impressive. According to Miriam (2010) since 1985 it has reined the European skies overcoming competition from big airlines like British Airways. It is now one of the biggest airlines in the continent with passenger traffic of more than 66 million annually as per the 2009 end year results. The airline expects to have passenger traffic of not less than 73 million in 2010. It spans its services to over 25 countries and operates at least 1400 daily flights to over 160 destinations (Stefanie 2007). It also boasts of a huge fleet of aircraft of not less than 250. It is amazing to know that this airline started with only one aircraft with a capacity to carry 15 passengers in 1985. At this time its route was Waterford to London and by 1987 it had expanded to more destinations in Europe (Ryanair 2010). This was however made possible by the fact that the company had purchased a jet aircraft that was no t only fast but efficient. There was immense growth during its first 6 years of operations which were curtailed in 1990. This year remains in the history books and in the minds of many that worked for the company more so in the management positions.  Ã‚  

The Prospectus and Dissertation Coursework Example | Topics and Well Written Essays - 250 words

The Prospectus and Dissertation - Coursework Example This comes in handy in determining the approval of the proposed dissertation. It introduces the problem statement and argues the case with facts on the importance of writing the dissertation to address the question. It is basically an overview detailing to the reader about the problem statement. This holds the key to approval. It is therefore important that it is written well and convincingly. When writing this part, the writer also has a chance of finding more facts about his planned dissertation from previous research. The writer’s opinions should be factual; personal judgments without basis could lead to the proposed dissertation being ruled out (Joyner and Glatthorn) The third element of the prospectus caters for the methodology that the writer plans to use. One should be wise to detail the methods of research and evaluation that are best suit for his or her scope of study (Gonzales, 47). It is important to detail the proposed methodology since the committee could also help with additions. It proves to them that the writer has a grasp of content in the dissertation topic and can therefore carry out meaningful research (Roberts, 97). Lastly, as the department of planning of University of California writes, the prospectus has a conclusion. It concludes the details highlighted therein and tends to beseech the committee to view the proposed dissertation as being worthy of their

Dyscalculia: Causes, Effects and Interventions

Dyscalculia: Causes, Effects and Interventions ABSTRACT This project suggests briefly about the Dyscalculia and the possible biological bases of dyscalculia and about the people who is suffering from the dyscalculia and also mentioned about the problems that are facing by the dyscalculic people in different fields of areas in their daily life. Coming to this case of Dyscalculia it is defined as the mathematical and arithmetical inability while coming to the brief description it is named as Number blindness. Here in this project we focussed only on arithmetical addition and briefly describing problems facing by the dyscalculic people while doing mathematical addition and counting of numbers. And secondly we are going to describe how does dyscalculia comes from and the reasons and explain the relationship between Dyslexia and Dyscalculia as there is a chance to acquire dyscalculia from dyslexia. The main aim of the project is to teach the mathematical addition rule to the People with Dyscalculia would struggle in doing arithmetical addition. Before starting to teach the mathematical addition rule to the dyscalculics I already studied briefly about the dyscalculia and how does it occur and what are the Types of dyscalculia that occurs to the dyslexic people and the deficits intended in dyscalculic people as they expressing while doing mathematical addition. Now a days Dyscalculia is the main problem that are affecting people up to some extent. But not as much this is the problem mainly occurs which is connected with Dyslexia. However one thing should remember that all the Dyslexics are not Dyscalculics although 40% of dyscalculia occurs from dyslexia. In this project to overcome Dyscalculia particularly in the arithmetical addition and to teach the mathematical addition to the dyscalculics I designed application software in Flash with visual graphical design with the help of a colourful Cuisenaire rods. By studying about the previous sources that are useful to teach the maths addition which were designed by some experts in dyscalculia studies such as Brian Butterworth and some other experts on dyscalculia the teaching designs like Phonological loop, Visio spatial sketch pad etc,. Hence by following some of that specific designs in my view and I designed an understanding design to teach mathematical addition rule to dyscalculia people. This includes brief understanding and attractive designs that can impress the dyscalculic and make them enthusiastically towards to the learning of mathematical addition from the basic adding to the high level digits adding that means starting from single digit adding to higher level adding. For this we need to train them on the Cuisenaire rods and the colours and values which was assigned to them and then we need to teach them first by running the application software automatically and I designed the whole process of addition in this software from the advanced stage to the stage of getting result. After that I am conducting a quiz to test their ability and grip on addition after teaching by using the designed application. I hope this design can help the dyscalculia to overcome arithmetical addition inability up to a greater extent. Introduction First of all before starting of my project this document reflects and introduce about the project from its advanced stage to the conclusion in a simple and briefly explanation on which concept that I am doing my project. I started my dissertation on a special concept of human disabilities which is known as Dyslexia and its further effects on human life prospectus. Especially this discuss about the defect on humankind that are suffering with mathematical and arithmetical difficulties known as Dyscalculia. The effect of dyscalculia mainly refers the lacking of mathematical skills and concepts such as addition, subtraction, multiplication and division. Dyscalculia is the major problem that is affecting the human life in our daily activities mainly focuses on inability of basic mathematical concepts of adding and counting of things which performs vulnerable and inefficient out coming result while doing calculations and normal counting in our daily life The main aim of the project is to help the people who are suffering from Dyscalculia and its deficits. To perform the activities that can help to understand the mathematical concepts and to overcome the deficits of dyscalculia that is affecting the people in their real life. The way of designing and the implementation of the project can be able to pave the way for finding the right solution to solve the problems of dyscalculic people with which they are suffering and to overcome their deficits with which are having individually and its total scope is to enhance the possible ways of teaching methods of addition particularly for the dyscalculic in an understanding and in a possible way which can be capable by the dyscalculic. The whole project is designed as user friendly and can be able to the dyscalculic people who are suffering with learning difficulties particularly in arithmetic addition that is adding of numbers starting from the adding of single digit to the higher level addition. In the advanced stage of the project we introduced the design with colourful Cuisenaire rods with attractive colours so by introducing attractive features into the design so that the dyscalculics can show their interest on learning addition very faster and can show the efficiency to get the output result correctly with satisfaction. The entire work of the project is based on teaching of mathematical addition in an understanding way to the dyscalculic people with learning difficulties in mathematical addition. Particularly in adding and counting of numbers according to the situations in their daily life. The possible steps in designing the project which is very useful to dyscalculic; The simple way of designing the project can be easily to understand by the dyscalculic people. Operation is user friendly to dyscalculics Introduction of special features can attract the dyscalculics towards the learning process. They can show their interest on mathematical addition and can learn easily by understanding. Back ground; Dyscalculia; What is Dyscalculia; Dyscalculia is mainly defined as difficulties with numbers it is identified as the difficulty in counting the numbers and things fast and fluently with lack of grasping power. Why the people with dyscalculia are different? Individuals with dyscalculia have specific difficulty with numbers, despite exhibits good results in other areas. They may have great difficulties with counting and adding the numbers. The example of an arithmetic addition2+4 or 4+2 Prices in the shops like tendering the money and taking the change correctly. Normal identification of numbers and what those represent, e.g. which is bigger, 2500 or 2770? Does 100+100 = approximately 200 or2000. Judging of numbers instantly for example seeing there are 5 glasses on the table normal people can count immediately and respond quickly where as the dyscalculic need to count them and to respond slowly. Phone numbers, seeing of dates , time etc,. It shows that people having dyscalculia has to struggle to achieve successful goals in the field of employment than having disability. Dyscalculia is the main learning problem that affecting many individuals and it is termed as the learning of mathematic disability by the disabled. It states that dyslexia is identified as the difficulties in reading written text fast and fluently with lack of grasping capacity. On the other hand dyscalculia refers the difficulties with handling and carrying out specific mathematical operations such as addition, multiplication, subtraction, division. Relation between dyslexia and dyscalculia: Here the relation between dyslexia and dyscalculia is very obvious. However, there are some points of overlap. There is a variant of dyscalculia that could be called as dyslexic dyscalculia. This problem involves primarily difficulties in reading which leads to mathematical problems for the people and these are the problems that arise with reading numerical symbols or difficulties with reading with multi-digit numerals so that 14 becomes 41. If the error happens like this in the reading of a task then obviously the solution becomes incorrect. On the other hand dyscalculia can be recognized in the lack of mathematics concern the ability to quickly retrieve numerical facts such as adding small digit numbers like 4+5=9 from the memory. There are several indirect similarities between difficulties with reading and mathematics. A poor working memory is one of the more obvious. Dyscalculia is defined as the mathematical problems caused by working memory or evident in the tasks that must be solved mentally, in the head. In the time of calculation the student may run into great difficulties keep various numbers in the memory. The other case is problem of remembering longer instructions and commands. May be they can remember a short what was supposed to be done. The rest is forgotten, because the information was never stored in the memory. The earlier researches shows that people with dyscalculia also have dyslexia most of the people with dyscalculia can have only mathematical difficulties. And they have a highly specific form of a learning difficulty and many are good in reading. Nowadays the occurrence of both dyslexia and dyscalculia at the same time is diagnosed as icd-10. The most common thing in dyscalculia is the difficulty with the number order. Difficulties involve understanding and use of mathematical operations and concepts. People of large proportions with dyscalculia display problems with following calculations to reach a correct solution. They easily lose their strategy and therefore run into difficulties with complex mathematics. Students with dyscalculia can be able to solve mathematical tasks but with in a average time frame they are unable to retrieve numerical facts from their vulnerable memory and must expend a lot of energy doing The word dyslexia comes and originated from the Greek word Dys means impaired and lexia is a word. Dyslexia ranges from easy to severe conditions. There exist various forms of this disease. Therefore there are different types of symptoms of this illness. The individual features of every type are specified for every human being separately. In general there is no such a typical type of dyslexia. Dyslexia refers to be a learning disability of the brain especially difficulties in reading or writing and spelling and it is the disability of neurological disability. Due to dyslexia the main drawback is that the people with dyslexia failed to remember the name of the things or to connect the name of the item with the definition. Recent surveys revealed that girls are less dyslexic than boys. There are two kinds of dyslexia Genetic Acquired Genetic transfers with the genes and the second one that is acquired occurs to brain damage in the left hemisphere that is responsible for language areas. Possible causes of dyslexia; Dyslexia is widely recognised as having a genetic component for example if a one kid of a pair of twins is dyslexic and the other twin is more likely to be dyslexic in the areas specially in language processing dyslexia links with brain differences. Possible causes of dyscalculia; It suggests by evidence that dyscalculia may have a genetic component. If there exists dyscalculia in one identical twin most possibly there is a chance of around 70% to become dyscalculic characteristics in the other twin. For non identical twins there is a less possibility of getting dyscalculia around 55% only. Research facts of Dyscalculia; Brian Butter worth an expert in dyscalculia research facts; Simply Brian butter worth done some research on a particular person who has dyscalculia and he is describing about the situation of the particular person and his name is Charles. Brian Butterworth met Charles when his (Charles) age was 30 years old Charles is a good professor in psychology and getting psychology degree is an achievement for Charles. But entries to the university in the first place even though he is best he failed to normal condition for entry into the maths GCSE. Charles is intelligent and very hard-working. But he is very poor in number skills that always have been a severe handicap and shopping is a constant embarrassment he doesnt understand the product prices and unable to grasp the idea of the total cost of the shopping basket. When he comes to the till, he has no idea about the money how much to tender and to get correct change. At that time immediately he use to add and multiply his fingers, and he is unable to do the two digit arithmetic problems such as 47-19. The real surprise thing that Butterworth found here about Charles is he couldnt tell that which is bigger or which is smaller in a numbers list which were given for suppose 9 or 5 and to find the difference suddenly he started to count his fingers to work in out. Charles is an example and this condition is known as dyscalculia and this mainly affects the ability of acquire the skills in mathematical and arithmetical skills. Dyscalculic learners may face the difficulties in understanding the basic and simple arithmetical concepts like adding of single digit numbers. For simple arithmetical concepts they may face severe anxiety and they struggle to understand what is obvious to all their friends and classmates. Dyscalculics even if they produce a correct answer or use a correct method they may do so mechanically and with lack of confidence. This captures what many dyscalculics like Charles feel about maths it is incomprehensible. Dyscalculia is not only a problem for the individuals but also it is one of the effect to the nation and for some especially as from the published report of the basic skills agency shows that poor math skills is a bigger handicap to getting a job by having that poor numeracy the employee will transport the wrong number of goods and fails in the money transactions such as receiving or paid out the money. And due to this poor efficiency in calculations affects the particular company. The current estimations suggest that about 5-6% of average to the superior intelligence children will have a real deficit in doing maths. Dyscalculia seems to be particularly found in dyslexics around 40% of the people who struggles with reading difficulties also having difficulties in learning maths and the remaining 60%have no problems than normal. It was found already that there is link between dyslexia and math learning difficulties although the latter can occur alone. It is worth noting that learning about numbers is different from learning to read in an important way. We are born with basic numerical abilities. Infants, even in the first week of life, are sensitive to changes in the number of things they are looking at. We know this because they will look longer at a display when we change the number of things, but often will not when we change one of the things but keep the same number. Babies also seem to be able to do very simple arithmetic. If the baby sees a doll place behind a screen, and then another doll placed behind it, it can be shown that the baby expects there to be two dolls (1 + 1) when the screen is removed. Babies look longer at things they dont expect, and will look longer at one doll or three dolls in this situation. So there is evidence of an innate capacity for numbers. One hypothesis to explain dyscalculia is a lack this innate capacity. However we dont have a specialised capacity in reading by birth. Reading is a complex skill made up of various brain systems set up automatically to do the other tasks like language recognising visual patterns, sequencing, and so on. And some of these used to learn maths in school and deficits in them may also affect learning in mathematics. What we need urgently is a way of diagnosing dyscalculia, and separating it from all the other causes of maths problems, including inappropriate teaching. Once we can identify these children reliably, we can begin systematic research on how best to help them. Charles was not diagnosed as dyscalculic until he came into our lab, and, like many other dyscalculics, felt himself first to be incredibly stupid for not being able to do what all his friends could do easily. This was not good for his self-esteem, of course. After that he came to realise that there was something wrong, but he was completely immersed in the dark as what it could be. Better for his self-esteem, but of little practical help. We dont know there are how many cases like Charles, but we are slowly reaching there. Difference between dyscalculic and ordinary people in arithmetic calculations; Ordinary people; For suppose if there is a four dots or four things on a screener the ordinary people(without dyslexia) can identify the things which is on the screener and they can give instant reply with respect to the situation. So therefore the normal people can react very quickly and they can respond very quickly comparing to the dyslexic people. The grasping capacity is very good in the normal people. Dyslexic people (Dyscalculia); While coming to the dyslexic who suffers from dyscalculia cannot give the quick responses with respect to the situations like ordinary people. So to overcome this type of situations in dyslexic people we need to train them in such a way so that they can give their responses slowly in a particular way as the trainer and the people can understand a bit. In order to train the dyslexic people to overcome the problem of arithmetical difficulties we should introduce some specific designs which is very user friendly and comfortable to hold by the dyslexic people particularly who is suffering with dyscalculia. And the designing aspects should be able to overcome their deficits. Mathematical grasping capacity; This describes the mathematical ability of the dyslexic people and their mental ability of doing the mathematical calculations mainly the people who is suffering with dyscalculia. For suppose if we introduce any four kinds of things in front of the dyslexic people they cannot give the quick response by counting the things so they will take time to count one by one and starts 1,2,3,4 and will give the response very slowly as 1+1+1+1=4 So people suffering with dyscalculia unable to do bigger calculations like adding numbers which is in big units like 234+432 so therefore we need to train them in such a way from the earlier stages of addition like adding single digits 1+2=3 so we need to begin from the earlier stages of addition. And after that by observing their progress we should train them to the further stages like adding double digits and then 100s and 1000s and so on. Its very important to train them with respect their progress by observing their progress we can easily calculate their mental ability of doing the calculations and thereby we can implement the teaching techniques which can very easily and comfortable to the dyslexic people. So by introducing the new and comfortable techniques of teaching the people (dyslexic) can easily do the mathematical addition. Teaching of mathematical addition rule; To teach the Mathematical addition rule to the dyscalculia we need to train them in specific way. The mathematical symbol (+) is to be fix in their mind strongly. And to make them to learn its importance and its rule. Types and sub-types of dyscalculia; Developmental dyscalculia; It is referred as mathematical and arithmetical dysfunction in individuals with normal mental functioning, that results and occurrences of brain anomalies at the time of prenatal development. Discrepancy occurs between the mean mental age and math age there exists a neat and clear retardation in mathematical development. Problems encountered by pupils with dyscalculia; The will recognised and the observable things that generally we can find in the peoples with Dyscalculia are the learning and remembering difficulties in mathematical concepts like addition, subtraction, multiplication etc,. In this project especially we are focussing on the mathematical addition particularly and the difficulties which are the dyscalculics are facing in their real life in the fields of employment and in the living society and we had discussed the problems with dyscalcilia which they are facing in all the areas of everyday life prospectus. Leaving that matter about what we are talking above and coming to the point of the problems that are encountered by people about the problems of dyscalculia. The well recognised problems of dyscalculics; Difficulty in learning and remembering of mathematical concepts such as used in our daily life in our activities Ex; Addition In the time of interviews with teachers. Difficulty in remembering even up to the number bonds to 10 is the worst problem that pupils struggling with maths were up against. Difficulty in executing mathematics calculations procedures. In 1984 Russell and Ginsburg found a dyscalculic group of people struggling on both written calculation and arithmetical fact retrieval. In 1992 Yamashita and Aram found dissociation absence between arithmetical fact ability and procedural ability with numerical processing difficulties in pupil. In 1993 Geary suggests that procedural problems are likely to improve with experience and also suggests the retrieval difficulties are less likely to do so. And he proposes that the emerging of procedural problems is due to lack of understanding concepts. Problems of retrieval difficulties are the result of general semantic memory dysfunction. In 1999 Ostad has noted that the dyscalculia people use fewer procedures and often apply their smaller repertoire in the situations where they are not appropriate. Even the counting of simple and single digits were shown to be vulnerable in dyscalculic people Geary, Bow-Thomas and Yao in 1992 found that dyscalculic people are less likely to detect the counting errors than normal people. However, all these deficits occur by the lacking of the conceptual understanding of the basic ideas of the numerosity and arithmetical concepts. Good memory for arithmetical facts depends and can be able to convert and organise them into meaningful patterns. And coming to the poor memory it can arise when the fact make little sense to the people. The known information from the dyscalculic people was heard badly by themselves is that they cant remember what the teacher is saying about the mathematics. Even some simple tasks like counting and adding single digit numbers dyscalculic people show a kind of rigidity. Geary, Bow-Thomas and Yao in 1992 found that counting should do perfectly from left to right without skipping around. From all these we can find right thing from all these authors observations and description we should note very important thing here is that these people ( Dyscalculics) cant understand the conceptual things in mathematics. Coming to the normal people can understand quickly that objects can count in any order. Underlying processing deficits; It is one kind of the approach to study about developmental dyscalculia and this involves trying to see it as a consequence of cognitive deficits based on the understanding of the mathematical and arithmetic concepts. And all of these proposals have included. Weak phonetic representations An advantage of this approach is there is a possibility of finding exactly the co-morbidity between dyscalculia and dyslexia, as we can find that dyslexics known to suffer from these conditions. Geary and colleagues suggested that semantic memory difficulties are the main cause for the problems of developmental dyscalculics which they are experiencing in number facts. As well as the co-morbid reading difficulties frequently found with dyscalculia. It shows the evidence particularly the argument is based that dyscalculic people have the difficulties in learning and remembering arithmetic facts that this deficit occur by lacking of understanding of math concepts. Empirical evidence for a general semantic deficit in dyscalculic people is thin. In 2002 temple and Sherwood recognises that a group of dyscalculic people are suffering with arithmetical difficulties were slower at colour and object naming than controls. This comes to know their speed and accessibility is very low. However the authors argued a casual relationship between the arithmetical ability and the speed of access It shows that People may be slower especially dyscalculics while the time of processing information in 1997 Jordan and Montana showed that the dyscalculic people can do the mathematical calculation on being unlimited time but they cant perform like the normal people whereas normal people can do significantly in case of time limit In 1999 Mclean and Hitch compared the dyscalculia between the younger and the older people and found that the older people is performing the accuracy than the younger people in the time of solving the arithmetical and mathematical calculation. It reveals that the performance of the older people acquired due to the experienced things which they faced before in their daily life which is continuing from their early starting from the childhood. In 1989 Siegel and Ryan found that people with dyscalculia showing their weak performance only in the fields of arithmetic and mathematical fields such as counting and adding of numerical things but not in the fields of non-numeric. On the other hand that found the spatial working memory and some aspects of central executive function were poorer in the dyscalculic people. Moreover, in2002 temple and Sherwood tested dyscalculic people and controls on forward and backward digit span, word span and corsi blocks (a non-verbal test of working memory). This study reveals there is no difference between groups and no correlation between the working memory measures and arithmetic ability measures. SUBTYPING DYSCALCULIA; The study of developmental dyscalculia has evolved to its new division of approaching to identify dyscalculic subtypes according to the presence or absence of other disorders, in an attempt to highlight the underlying processes that are contributing to the co-morbidity of the disorders. One of the things that we should note is the important correlate of mathematic disability is reading disability. It is estimated that at about 40% who is suffering from the dyslexics also have dyscalculic problems with learning difficulties in mathematics. The one of the most common ways of dyscalculic sub typing is according to whether or not they have a co-morbid reading disability. The conditions that have been associated with dyscalculia are stated below. attention deficit hyperactivity disorder (ADHD) (Badian, 1983;Rosenberg, 1989; Shalev, Manor and Gross-Tsur, 1997); poor hand–eye co-ordination (Siegel and Feldman, 1983); poor memory for non-verbal material (Fletcher, 1985); poor social skills (Rourke, 1989) In 1993 shalev and gross-tsur examined a group of seven people with developmental dyscalculia and not responding to intervention. All the group of seven people were suffering from additional neurological conditions, up to dyslexia starting from petit mal seizures and is mentioned as ADHD. DEFICITS OF DYSCALCULIA; Phonological processing in dyslexia In the main case studies of dyslexia phonological processing takes an important role compare to other disorders like sensor motor disorder. This survey was again confirmed by the recent survey shows the 100 percent of samples for dyslexia was affected. This survey had an argument is that theory of phonological processing was the tautology compare it as an explanation. That phonology and the reading of the dyslexia are the two sides of the same coin. That means this awareness was explained more by the reading skill. If the phonological deficit was Leeds to a problem along with the phoneme awareness. The main problems of dyslexics of the phonological problems are rapid naming and the verbal short term memory. This is related to reading. In this we can understand that phonological awareness and the rapid naming deficits are the relatively independent. Phonology does not reduce to the awareness of naming and memory. Some of the aspects for the phonology dyslexics remain to be investigated. ADHD: Attention-Deficit/Hyperactivity Disorder is presented in the childrens. This is to cause the neurodevelopment disorder. This also most studied part for the people. ADHD public health dimensions are received relatively little interest. According to the survey of epidemiologic the distribution of ADHD around the population by the age, sex, and race and according to the socio economic status. The origins of the risk factors are preventable. In this scenario we are going to discuss few of the independent concepts those having independent case of definition for ADHD. Summarizing the epidemiologic data regarding prevalence. In the literature key gaps were identified and ended with few suggestions for the epidemiogic research. Magnocellular deficit Due to the perceptual deficits of the dyslexia reliability is the one of the problem. With this performance Macarthur proposed the theory. This is one of the heterogeneity dyslexic samples. Mainly the magnocellular is made link with the cerebella dysfunction. These measures are become very hard to incorporate into the routine assessment of the reading. Cerebella hypothesis applied to the dyslexia. Those agree the phenotype. It is the research of phenotypes. With that we can clearly as showed the symptom complex. Auditory deficits; Auditory deficit is defined as the deficiency in one or more behavioural phenomena listed below for suppose deficit in. Auditory discrimination Auditory performance with degraded signals Auditory performance with competing acoustic signals Sound localization and lateralization These mechanisms lead to nonverbal as well as verbal signals and may affect many areas of function. Including speech and language and auditory deficit can delay the maturation in the development of the important auditory centres within the brain. The deficits are related to maturity differences in the developing stages of the brain. And usually auditory deficits represents more static types of problems and these deficits can be caused by tumours, trauma, degenerative disorders, viral infections, surgical compromise, lead poisoning, lack of oxygen auditory deprivation, and so forth. Prevalence of auditory deficits is estimated to be between 2 and 3% and we can observe more in males is often co-exists with other disabilities. And they include speech and language disorders or delays, learning disabilities or dyslexia, attention deficit disorders with or without hyperactivity. Dieted by the reminder of the hypothesis. Learning memory deficits in children; Children having learning disabilities such as dyslexia and dyscalculia. These are tending to may experience the core skills of the reading, writing and the arithmetic operations. These problems are raised at the first days of school. Even if we pass an instruction it needs to

Manic Depression :: essays research papers

Manic depression is an illness that affects how people think, feel, and act. These people have really extreme episodes of mania (highs) and depression (lows.) It happens to about 1% of the population, both equally in men and women. When the person is going through a manic episode they have lots of energy, talk fast, jumping from topic to topic. Also, their thoughts are racing, they have a higher self-esteem, and have more enthusiasm. They also may not need as much sleep. During this time, the person feels normal and they are not aware that they’re behaviors may not be normal. They almost feel if the are “on top of the world.';   Ã‚  Ã‚  Ã‚  Ã‚  A depression episode on the other hand is almost opposite of a manic one. During a depressive episode, the person is sad, irritable, has low self-esteem, negative thoughts, and loss of interest in usual activities. They feel like they’re worthless and hopeless. They also have negative thoughts towards the past and future. Many people go through guilt, crying, or having suicidal thoughts. Unlike a manic episode, the person has lack of energy, and either an appetite loss or gain.   Ã‚  Ã‚  Ã‚  Ã‚  Manic depression is a recurrent illness, so a person usually has more than one episode. These episodes can last from weeks to months. They occur whenever and have no certain pattern. Sometimes a stressful life event can trigger an episode, and sometimes they just happen. If a person has more than four episodes a year they are known as “rapid cyclers';. This is more common in women.   Ã‚  Ã‚  Ã‚  Ã‚  There is no exact reason for what causes manic depression, but some doctors say that it may be from imbalances of certain kinds of brain chemicals.