Learning Disability And Disorder ( Autism ) - 1267 Words

Learning Disability/Disorder A learning disability or disorder is a term used for various learning complications. Individuals who have to cope with a learning disability are not dumb or lazy, in fact, they are just as smart, or in some cases, smarter, than individuals without any disability. The only different thing between the two is that an individual with a disability has their brain wired somewhat different and this affects the way they receive and process information. This means that they see, hear, and understand things in a different way. This leads to trouble while learning new information and putting it to practice. Reading, writing, math, speaking, listening, and reasoning are the areas that are most affected by these learning†¦show more content†¦Finding the treatment that addresses the needs of the individual is far more important than deciding what to call the â€Å"problem.† Categories There are many categories of autism, hence the reason why it is called autism spectrum, but the three most common are Autism, Asperger’s Syndrome, and Pervasive Developmental Disorder - Not Otherwise Specified (PDD-NOS). These three categories share many of the same symptoms, but they differentiate in the severity and impact it has on each individual. Autism, is the most severe in the whole spectrum, followed by Asperger’s Syndrome and PDD-NOS. Autism is often referred as autistic disorder, Asperger’s Syndrome as high-functioning autism, and PDD-NOS as atypical autism. According to the Autism Spectrum Resource Center, only 20% of individuals on the autism spectrum have classic autism, while the rest fall under the milder range. Since the autism spectrum disorders share many similar symptoms, it can be difficult to distinguish one from the other, particularly in the early stages. Signs and Symptoms The signs and symptoms of the autism spectrum disorders include problems with social skills, language and speech, as well as restriction in activities and interests. However, there are enormous differences when it comes to the severity and patterns of behavior. When diagnosing a problem in speech and language, one may find a delay in learning how to talk or not talking

The Effects Of Media Violence On Children - 873 Words

According to the Media Education Foundation, once a child reaches eighteen years of age, they have witnessed around 200,000 acts of violence and 16,000 murders (jacksonkatz.com). Our society loves entertainment and a grand portion of this entertainment contains violence. Children constantly consume violent visuals, due to their prevalence. Majority of our society is uninterested in the effects of media violence since its effects do not show immediately. Misinformation is our greatest enemy in the battle against media violence. Children under the age of eight do not easily differentiate fiction and the real world (Media Education Foundation). Young children are vulnerable, and their inability to accurately distinguish reality from fiction is one of the main culprits in why fictionalized violence being shown to children is dangerous. As members of families and communities, we must make an impact ourselves through leadership. Violence is widespread and easily available through media ou tlets, causing our children mental harm. We are active caretakers and we can easily protect our youth by the usage of parental controls on television set, mobile devices, and computers. â€Å"Ninety percent of movies, 68% of video games, and 60% of TV shows show some depictions of violence† says Caroline Knorr, a parenting editor for Common Sense Media (cnn.com). A main concern with children’s exposure to violence is the amount of violent content itself. An oversaturated market ofShow MoreRelatedThe Effects Of Media Violence On Children974 Words   |  4 Pagesmany kinds of media, like Internet, video game, television and film. It is generally believed that some of the bad information such as violent content in the media can have a negative effect on people, and it can end up causing some social problem. It is clear that children are more likely to be influenced by media violence than other age groups because of their world outlook and personality are not formed. Furt hermore is if media violence does have some profound influence on children, this will leadRead MoreThe Effects Of Media Violence On Children884 Words   |  4 Pagesis all this necessary to fabricate in the media? What are characters in movies teaching kids? What about the language in music talking about killing people and talking about violence like it’s the cool thing? What about new channels always talking about guns, bombs and threats to the public, is this what is influencing are children because they view it as a norm? Some may agree with this as others may disagree. Media violence is not the factor in violence today. Studies show that over 90% of homesRead MoreThe Effects Of Media Violence On Children1357 Words   |  6 Pagesthe graphic cruelty and violence. According to American Psychological Association, the harmful influence of media violence on children dates back to the 1950s and 1960s, and remains strong today. A child that watches violence or hears about violence can be influenced to become violent. Indeed, in reviewing the totality of empirical evidence regarding the impact of media violence, the conclusion that exposure to violent portrayals poses a risk of harmful effects on children has been reached by theRead MoreThe Effects Of Media Violence On Children1943 Words   |  8 PagesFor many years now, the media has been a big part of our lives. Almost everybody in the world is or has connected to it one way or another. It is a way for families and friends to have fun together, for interesting topics that people are interested in, or to just enjoy alone. However, there is a problem that can be seen across all types of media: violence. Violence can be seen as a distraught way to get over problems. There is judgement issues involved for violence. It is done by bullies in schoolRead MoreThe Effects Of Media Violence On Children2411 Words   |  10 PagesMedia Violence is definitely harmful to children as the exposure of media violence can desensitize children (age 6-12) to violence and in the real world; violence becomes enjoyable and does not result in apprehensiveness in the child. There have been several studies and experiments regarding the adverse effects of violence used in video games, television, as well as movies. With both preschool and school-aged children, studies have found that they are more likely to imitate the violence they seeRead MoreThe Effects Of Media Violence On Children2122 Words   |  9 Pagesexposed to various types of media, for example books or magazines, television, song lyrics, video games, and movies. Media often portrays, aggressive action, behaviour, and violence. This content can negatively affect not only adolescents and adults, but can have an even greater effect on children even from the moment they are exposed to it. Children who are exposed to violence in the media may display aggressive and violent behaviour. Young people especially children under the age of eight thisRead MoreThe Effects Of Media Violence On Children1903 Words   |  8 Pagesdepict different forms of violence. Some people feel that there is too much violence exposed in the media. Many studies have made the claim that the media is responsible for much of the violence seen in the world we live in. However, people have choices and responsibilities we cannot allow ourselves to blame it on other things such as the media. The violence seen in our media has an impact on both adults and children. Since children are also exposed to various forms of media, there has been additionalRead MoreEffects of Media Violence on Children2430 Words   |  10 PagesThe Effect of Media Violence on Children and Levels of Aggression. It has been said that children are like sponges when it comes to attaining knowledge. This seems to be true whether they are learning to speak or how to show emotion. Feelings and emotions become more imminent once children begin to go through adolescents. Children acquire the ability to aggression, sadness, and happiness more readily. Males typically exhibit higher levels of aggression then females according to some researchRead MoreThe Effects Of Media Violence On Children1270 Words   |  6 Pagesdifferent forms of violence. Some people feel that there is too much violence exposed in the media. Many studies have made the claim that the media is responsible for much of the violence seen in the world we live in (List and Wolfgang). However, people have choices and responsibilities we cannot allow ourselves to blame it on other things such as the media. The violence seen in our media has an impact on both adults and children. Since children are also exposed to various forms of media, there has beenRead MoreWhat Is the Effect of Media Violence on Children1314 Words   |  6 PagesYasser Abdelaziz Ms. Williams English 1010-18 13, December 2010 The Effect of Media Violence on Children Although very little research was done on it in the past, media violence has sparked much controversy in recent history. As technology becomes more advanced, new methods of uncovering the media’s effects on children have emerged. Advances in Neuroscience, for example, can become tools to understanding the effects media violence has from a psychological standpoint. The brain in its underpinnings

Christian Influence on Dorothy Day for Dedication - myassignmenthelp

Question: Discuss about theChristian Influence on Dorothy Day for Dedication. Answer: In a society that glorifies fame, wealth, and heroism through televisions and books one is left with only one question to ponder, what makes an authentic hero? Is it courage, conviction, determination, dedication, or leadership? To many who know her story, Dorothy Day encompasses all the mentioned qualities. She is a woman of compassion, who prioritized the lives of the poor before her own. She is an epitome of what a leader can be, not by transforming others but by transforming themselves. All through her life, Dorothy was a harbinger to the church, an activist for the poor, and a leader to the state. Dorothy came into the world on 8th November 1897 at Brooklyn in New York. Her parents were Mr. John Day and Ms. Grace Day; she was a third born in a family of five[1]. She was opposed to organized religion in her high school days because she never witnessed religious people assisting the poor and the needy in her environs. Her conversion and religious progress was a gradual process tha t eventually left her a staunch Catholic. This essay, therefore, will focus on how Christian beliefs influenced her life and how her life reflected these beliefs. Dorothy Days legacy manifests a radical movement which alleges fidelity to the church and the gospel. Besides, it reveals personification of the gospel in an icon which is engrossed in social issues of her generation. In an era characterized by prevalent violence, totalitarian governments, racial discrimination, and desire for self determination, Dorothys encouraged responsibility towards the needy and the poor, non-violence, and loyalty to God and to community[2]. This legacy was inspired by her admiration of the apostolic church, in the book of Acts of the Apostles. She thus felt that the apostolic era should challenge a Christian in building community, serving the poor, and growing in faith. Her love of scripture especially the Gospels, Psalms, and the Pauline writing inspired her convictions. Besides, the teaching and the examples of Jesus Christ were at the core of her social work. The preferential option for the poor, made Dorothy Day utilize her energies to ensure she is in solidarity with the poor. The Latin American theology which advocated for the preferential for the poor inspired her in the works of mercy. Furthermore, in her desire to identify with the poor, she vowed to voluntary poverty which made her connect easily with the sick, homeless, and the desperate in the society. Her value of Gods creation also propelled her in doing the works of charity and mercy. She felt that any form of oppression or devastating poverty robed people of their freedom, life, and dignity. As a result, she gave herself to enhance the fullness of life for the fellow brothers and sisters in Christ. Similarly, Dorothy Day was motivated by her desire to imitate Jesus Christs condemnation of injustices. Although speaking against injustice appeared folly during her time, Dorothy just like Christ was cognizant of the injustice systems. Consequently, she persevered different forms of intimidations and ridicule to oppose injustices. These acts of courage made her stand as a prophetic witness who manifested her beliefs through public works and words. Just like Paul the Apostle or Christ, she believed in taking her message to people in the streets[3]. Her message was opposed to using of any form of violence in solving human problems. She thus enhanced human dignity through almsgiving, prayers, civil disobedience, and fasting. The story of Jesus and the Samaritan woman at the well was also very inspiring to her especially as far as reaching people were concerned. After conversion to Catholicism, Dorothy Day was so much influenced by sacramental celebrations, particularly the Eucharist; she thus relied on the Eucharistic celebration for spiritual edification. Moreover, Eucharist made her perceive the world, nature, its people and creation to full of God's love and splendor[4]. This perspective of the universe made her reach the poor regardless of ethnicity or race. Besides, it made her develop a sense of appreciation in both good and bad times. This sense of gratitude eventually led her to fully trust in God's providence in the course of her charity work. As a result, she was known as a woman, who expressed appreciation to God, to people around her as well as to all who supported and read her magazine. The life and work of Dorothy Day reflected strong Christian beliefs and well-founded theological convictions. These Christian beliefs can be witnessed in her life. For example, she accepted voluntary poverty, therefore residing in a house of hospitality together strangers and with derelicts. Besides, she embraced unconditional pacifism as well as working against various form injustices to the point of imprisonment[5]. This choice of life explicitly illustrated Christian personalism which was inspired by a complete identification with the Sermon on the Mount. As a consequence, Dorothy Day spent her entire life after conversion doing the works of mercy. In doing so, she prioritized God above all else. Dorothy Days conviction that Christ was in the stranger made her an icon of the Christian faith[6]. She was immersed in believing that God is to the poor and needy to the point of concluding that, those who cannot recognize the face of Christ in the poor and the needy are atheists. Throug h her, Dorothy Day assisted Christian in recognizing that Christianity was an exercise in futility without hospitality, because God was synonymous with hospitality[7]. In conclusion, it is vivid that Dorothy Days conversion and spiritual development manifest how Christian beliefs can transform an individual to become the epitome of those beliefs. Despite Dorothy Day appreciating that God is manifested in other numerous ways, she was convinced that God was ultimately revealed to us through others. Therefore, every Christian must strive to an agent of grace to the other person. Christians are bound only for one purpose- to realize Gods agapic love. This agapic love is realized once Christians accept to be sacraments to each other. It is thus logical to conclude that, God has given us the gift of one another as a preview of how heaven will be like. Bibliography Bazan, Jessie. "Dorothy Day: The Contemplative Catholic Worker." Obsculta 10, no. 1 (2017):73-86. Ellsberg, Robert. "Dorothy Day: A Saint for Our Time." Spiritus: A Journal of Christian Spirituality 16, no. 1 (2016): 1-20. Kirylo, James D., and Drick Boyd. "Personalism, Humanism, and a Freirean Spirituality Toward Humanizing Humanity." In Paulo Freire, pp. 27-39. SensePublishers, Rotterdam, 2017. Peters, Benjamin T. "Ignatian Radicalism: The Influence of Jesuit Spirituality on Dorothy Day." The Catholic Historical Review 103, no. 2 (2017): 297-320. Richey, Lance Byron. "Stages Along Life's Way: House of Hospitality and the Development of Dorothy Day's Spirituality." American Catholic Studies 126, no. 1 (2015): 25-41. Sheldrake, Philip. Spirituality: A brief history. John Wiley Sons, 2013. Simkins, Ronald A., Michael G. Cameron, John J. O'Keefe, and William SJ Harmless. "Bibliographies for Theology: Spirituality and Mysticism: Spirituality in the Modern World." (2017).

Socio-Cultural Theory Essays - Education, Euthenics,

Socio-Cultural Theory For Theoretical Models of Rdg 514 September 3, 2017 Social learning perspectives incorporate different theories, all of which emphasize the central role of social interaction in the development of knowledge and learning (p. 116) Romaine (2000) noted that sociolinguistics have close connections to sociology, anthropology, social psychology, and education states that embedded in sociolinguistics are the study of "multilingualism, social dialects, conversational interaction attitudes to language, language change, and much more" (p. ix). In addition, sociolinguistic theorists who study reading believe that oral language is the foundation upon which children's reading and writing achievement are built (Morrow, T. 2012). Oral language is also the foundation for vocabulary learning that later helps children comprehend the words and messages that they read. Morrow (2012) states that Socio-Cultural Theory plays a big role in how children develop literacy by exploring culture, social and historical lexicon in which children will grow in. Furthermore, Luis C. Moll stresses that both culture and the social nature of learning impact literacy learning of marginalized students, especially those from Hispanic backgrounds. Moll, argues that typical classrooms are not equipped to allow children to develop the knowledge and skills essential for household or individual functioning and well-being are better known as "funds of knowledge, therefore Hispanic children are perceived as coming from homes where intelligence is limited. But according to Moll, teachers must learn to value the children's funds of knowledge which help students with learning and understanding literacy learning (Lopez and Tracy). Teachers interactions with students affect a student's literacy learning. For instance, a teacher must first get to know the children and their family to understand the dynamics of the family. Every family is different and come from very different backgrounds, as a teacher it will be very helpful to take the time to understand the social influence that families have over literacy. learning. Many students might not come from book smart families, but they may possess other qualities they have learned through their work experiences, social practices, and social history. I believe if we start documenting these experiences in early childhood we can definitely help bridge those experiences to the knowledge that will indifferently help them throughout their education. Furthermore, another way teachers can begin to bridge that gap is by introducing our students to multicultural literature. Multicultural literature brings sociocultural experiences of underrepresented groups to the forefront. Every child deserves to identify themselves with characters and the themes in these books. Colorin Colorado is a great resource for all teachers. The website has articles and lists of books and culturally relevant books for ELL students. In my last visit to the library, I found the book Viva Frida by Yuyi Morales, this book illustrates the different stages of Frida's life and how it influenced her to become an artist. This book is full of bright and vibrant pictures, but most importantly the book is bilingual. I read this book to my children and the children I am currently working with. Needless to say, everyone loved the pictures and really liked how I could read in English and Spanish. I believe if children are able to make connections of where they come fr om, who they are with what they are learning they will not only have fun learning but will obtain the material. There are many multicultural games, activities, and literature books that can definitely help students bridging every student's socio-cultural experiences with new knowledge. For example how exciting would it be to learn about where your name came from and what it means and to be able to share it with others? I would read the book "Me Llamo Maria Isabel" which illustrates a third-grade girl from Puerto Rico who will stand up for identity when her teacher insists on calling her Mary. I myself can identify with this book because for years everyone has been calling me "Angie" instead of "Angelica". My name has been butchered up for many years, and finally, I decided that my friends and teachers could call me Angie. Many people will sometimes get offended if I correct them, therefore I will feel the person out first and then introduce myself as Angie. These are some of the sto ries students can