Endothelin Essay -- Health

Cardiovascular disease is one of the leading deaths in the United States. Pulmonary hypertension disease one type of cardiovascular disease that is due to the narrowing of the arteries within the lungs. When the arteries are narrowed the right side of the heart is unable to pump blood through the lungs, pressure begin to build up and not enough oxygen is being picked up, therefore causing pulmonary hypertension. If there are damages to the endothelium, it can cause this disease because it can produce more endothelin-1, which is one of the isomer of Endothelin that influence as a vasoconstrictor. Introduction It is important to have treatment available to patients who suffer from cardiovascular diseases. Since it is one of the leading causes of deaths in the United States, improving treatments will save many lives. Although heart disease occur more in adult patients, there are possible chances in which infants are affected by a disease known as the congenital heart disease. In order to have treatment for patient with heart disease, we need to look at the molecular level. Patients were examined and documents showed that endothelial injury may be the cause for pulmonary hypertension and other vascular diseases. Presentation Endothelin is a 21 amino acid polypeptide that has 3 different isoforms which are endothelin-1(ET-1), endothelin-2 (ET-2), and endothelin-3 (ET-3). ET-1 is located mainly in the endothelial cell but is a regulator of smooth muscle, heart, and kidney. ET-2 differs from ET-1 by 2 amino acids and is also found in the heart and kidney. ET-3 differs from ET-1 by 6 amino acids and is produced in the central nervous system like ET-1and in gastrointestinal (1). With researches, ET-1 is more focused on in cardiovascu... ...With different experimental data on animals and documents of patient with cardiovascular diseases, there no exact conclusion made on which receptors antagonist may cure the disease. Trials are needed to determine whether ETA/B blockage or just ETA blockade is better in the treatment of hypertension or any other vascular disease. Although both decrease vasoconstriction, potential anti-endothelin therapy is available to patients. Works Cited 1. Agapotiv, Alexei & Haynes, William. â€Å" Role of Endothelin in Cardiovascular Disease.† Journal of Renin0Angiotensin-Aldosterone System, 3.1 (2002): 2-10. . 2. Bohm, Felix & Pernow, John. â€Å"The importance of endothelin-1 for vascular dysfunction in cardiovascular disease.† Cardiovascular Research, 76.1 (2007): 8-18. .

Experiential Methods for Acquiring Self-Knowledge Essay -- Education C

Experiential Methods for Acquiring Self-Knowledge Do people ever know enough about themselves to determine the direction of their career journey? Various strategies have been developed to provide guidance toward this end; however, as the realities of work change due to such factors as global competition and new technologies, it is necessary to develop new awareness of self in relation to work. This Digest examines various processes by which learners of all ages, elementary to adult, can expand their self-knowledge--their interests and the importance of those interests to their personal satisfaction, their strength and weaknesses in relation to their interests, and the ways in which their interests and abilities are applicable in the changing social, economic, and work environments. Self-knowledge is the first of three integral competency areas in the National Career Development Guidelines (National Occupational Information Coordinating Committee 1989). The guidelines address the progressive acquisition throughout life of (1) knowledge of the influence of a positive self-concept; (2) skills to interact positively with others; and (3) understanding of the impact of growth and development. Studies conducted by Anderson (1995) and DaGiau (1995) among others demonstrate the influence that increased understanding of one's self-concept and its effect on roles and relationships has upon career maturity. According to Anderson (1995), "self-knowledge is a domain with many pathways" (p. 280). Historical self-knowledge--understanding of past experiences and influences that led to one's current level of development--is a key to shaping the future. Ask any first-time job seeker the main reason employers rejected them and they will ... ...llege, 1995. (ED 386 609) Lester, J. S., and Perry, N. S. Assessing Career Development with Portfolios. ERIC Digest. Greensboro, NC: ERIC Clearinghouse on Counseling and Student Services, 1995. (ED 391 110) Lock, R. D. Taking Charge of Your Career Direction: Career Planning Guide, Book 1. 3d ed. Pacific Grove, CA: Brooks/Cole, 1996. National Occupational Information Coordinating Committee. National Career Development Guidelines. Portland, OR: Northwest Regional Educational Laboratory, 1989. (ED 317 874-880) Savoie, J. M., and Hughes, A. S. "Problem-based Learning as Classroom Solution." Educational Leadership 52, no. 3 (November 1994): 54-57. (EJ 492 914) Willis, S. "On the Cutting Edge of Assessment: Testing What Students Can Do with Knowledge." Education Update: Association for Supervision and Curriculum Development 38, no. 4 (June 1996): 4-7.

A Historical Look at U.S. GAAP Essay

ABSTRACT This paper discusses the historical development of generally accepted accounting principles through its contributing sources from 1930 to the present. U.S. Businesses had been using double entry accounting since the 1800s yet no uniform accounting practices had been introduced until the American Institute of Accountants (AIA) recommended to the New York Stock Exchange in 1932, †¦Ã¢â‚¬ five broad principles of accounting which have won fairly general acceptance†¦Ã¢â‚¬ , (Zeff, 2005, para. 4). In which, the terms â€Å"fairly present† and â€Å"in accordance with† were first used followed up with â€Å"generally accepted accounting principles†. Later, a sixth principle was approved. These recommendations were based on the three assumptions that all business transactions were apart from the business owner, all transaction currencies measured in the US dollar, the assumption of time and the matching principle. Thus establishing a foundation of which all future accounting principles are based. The AIA formed the Committee on Accounting Procedures (CAP) to publish Accounting Research Bulletins (ARB) on GAAP under the authority of the Security and Exchange Commission (SEC) created by the Securities Act of 1934. The CAP was later reorganized into the Accounting Principles Board (APB) that issued Opinions between 1959 and 1973. The Financial Accounting Standards Board (FASB) has been the source for private sector generally accepted accounting principles since 1973. Input by the private sector has been crucial to the development of GAAP since 1930. Historically, GAAP is influenced by the business condition and public interest. The Great Depression left the public with little faith in the private sector. Although the knowledge and experience of businesses would be consulted for standards; businesses were not trusted to set and regulate accounting standards. A common practice in the 1920s was to adjust asset values upward to the highest market value arguably misleading investors prior to the 1929 crash (Zeff, 2005, para. 10). In response, CAP and the SEC strongly mandated historical cost accounting as the acceptable basis of reporting. Shortly after, the U.S. was brought into WWII directing the CAP’s focus to issues pertaining to war time accounting. In addition, the CAP addressed the issues of the exclusion of unrealized profit from income, the use of capital surplus to offset losses, and notes and accounts receivable from officers, employees, and affiliated companies. The most notable item during the CAP’s tenure summed up was its ARBs issued in response to congress’s decision permitting companies to use the LIFO inventory method. This was a rare instance that tax policy influenced GAAP and was initially directed to companies purchasing natural metals because the FIFO method was equated to higher income taxes due to the time lapse between the asset’s acquisition and sale (Zeff, 2005). The method was available to all industries in 1939. While CAP was praised for addressing questionable reporting practices prior to the crash; it was mostly labeled as weak by critics for failing to set a uniform accounting framework to mitigate comparability issues. At the advice of the AIA, now known as the AICPA, the Accounting Principles Board replaced the CAP. ARB 43 was quickly published to restate all Accounting Research Bulletins and eliminate any superseded ARBs. The research driven APB published 31 opinions. The first few answered reporting questions regarding the investment credit per the Revenue Act of 1962 allotting businesses a credit for a â€Å"†¦specified percentage of the cost of certain depreciable assets placed into service after 1961† (FASB, 1962, para.1). The board concluded that the credit may be recorded as an offset to net income over the asset’s life or as a reduction in acquisition cost during the period it occurred. This is important because it is a conceptual precursor to today’s section 179 and bonus depreciation credits of which most small and medium sized businesses depend on and consider when determining capital investments. All opinions regarding credits and other tax reporting issues were later superseded by the FASB’s statement number 109, Accounting for Income Tax. Many of the APB’s remaining opinions dealt with emerging issues brought about by the postindustrial economy. For instance, the board developed guidelines for intangible assets such as goodwill, the equity method of accounting for common stock, accounting for employee stock options, the reporting of extraordinary items in the income statement, and set the criteria to use pooling of interest or the purchase method in business combinations. The most controversial accomplishment of the APB was its 1970 publication Basic Concepts and Accounting Principles Underlying Financial Statements of Business Enterprises. The board’s issuance of this as a non-authoritative â€Å"standard† rather than opinion was met with negative criticism as it failed to commit to any conceptual framework solutions and reaffirmed the fundamental disagreement among members on this topic. The board was soon after dissolved and replaced by the FASB with new, independent members in 1973. Nearly all APB Opinions were superseded by FASB statements (FAS) at different points in time. The FASB remains the authoritative source for private sector accounting practices today. The Sarbanes Oxley Act of 2002 restated the FASB’s position in setting accounting standards. The FASB does not have the authority to enforce standards. The responsibility has always been with managers to prepare and file financial statements in accordance to GAAP with the SEC. Auditors, overseen by the Public Company Accounting Oversight Board (PCAOB), issue opinions on the conformity and accuracy of the financial statements. The role of auditors has become increasingly crucial in the post Enron era. The FASB remains committed to addressing any deficiencies in the reporting process and meeting regularly with the PCAOB and SEC to prevent future financial disasters. Probably the most serious issues to date addressed by the FASB resulted from the subprime mortgage crisis and the subsequent financial crisis of 2008. According to Leslie Seidman (2011), chairman of the FASB, high profile controversy relating to the determination of the fair value of assets and liabilities in an illiquid market prompted the issuance of FAS 157, Fair Value Measurements. Effective November 2007, the standard expanded disclosure for fair value measurements and included changes in fair value practice â€Å"†¦ for certain entities† (FASB, 2006, para. 1). The FAS 133 released in January 2008 provided new and additional guidance on derivatives and designated a team within the FASB to assist with statement implementation. The FASB works to â€Å"harmonize† the previously mentioned standards and all others with International Financial Reporting Standards (IFRS). Discussion of international accounting principles has occurred for decades and an International Accounting Standards Committee (IASC) has existed since 1973. It was not until the 1990s when globalization motivated the FASB to deliberate a strategic plan for international activities. In 2002, the FASB and IASB started collaborating to â€Å"converge† US GAAP and International Accounting Standards. A memorandum of understanding was released by the two boards in 2006 and amended in 2008. In 2011, the FASB sent a letter to the IFRS Foundation Trustees describing its views on many key issues. The FASB continues to balance long term IASB projects with its work on issues relating to US GAAP. REFERENCES Financial Accounting Standards Board. (1962). APB 2: Accounting for the â€Å"Investment Credit†. Retrieved from http://www.fasb.org/cs/BlobServer?blobkey=id&blobwhere=1175820900137&blobheader=application%2Fpdf&blobcol=urldata&blobtable=MungoBlobs Financial Accounting Standards Board. (2006). Summary of Statement No. 157. Fair Value Measurements. Retrieved from http://www.fasb.org/summary/stsum157.shtml Financial Accounting Standards Board. (2012). International Convergence of Accounting Standards –Overview. IASB-FASB Update Report. Retrieved from http://www.fasb.org/jsp/FASB/Page/SectionPage&cid=1176156245663 Seidman, L.F. â€Å"The Role of the Accounting Profession in Preventing Another Financial Crisis.† U.S. Senate Banking, Housing, and Urban Affairs Subcommittee on Securities, Insurance, and Investment [Testimony]. FASB. April 6, 2011. Zeff, S. A. (2005). The Evolution of U.S. GAAP: The Political Forces behind Professional Standards. The CPA Joural, Retrieve d from http://www.nysscpa.org/cpajournal/2005/105/infocus/p18.htm

Colligative Properties

Name: JOANNA CELESTE M. QUINTANA Date performed: NOV. 12, 2012 Section: C-1L Date submitted: NOV. 21, 2012 Group Number: 3 Exercise No. 2 COLLIGATIVE PROPERTIES (Full Report) I. INTRODUCTION Colligative properties In liquid solutions, particles are close together and the solute molecules or ions disrupt intermolecular forces between the solvent molecules, causing changes in those properties of the solvent that depend in intermolecular attraction. For example, the freezing point of a solution is lower than that of the of the pure solvent and the boiling point is higher.Colligative properties of solution are those that depend on the concentration of solute particles in the solution, regardless of what kinds of particles are present the greater the concentration of any solute, the lower the freezing point and the higher the boiling point of a solution. FREEZING POINT LOWERING A liquid begins to freeze when temperature is lowered to the substance’s freezing point and the first few molecules cluster together into a crystal lattice to form a tiny quantity of solid.As long as both solid and liquid phases are present at the freezing point, the rate of crystallization equals the rate of melting and there is a dynamic equilibrium. When a solution freezes, a few molecules of solvent cluster together to form pure solid solvent and a dynamic equilibrium is set up between the solution and the solid solvent. In the case of a solution, the molecules in the liquid in contact with the solid solvent are not all solvent molecule.The rate at which molecules move from solution to solid is therefore smaller that in the pure liquid to achieve dynamic equilibrium there must be a corresponding smaller rate of escape of molecules from solid crystal lattice. This slower rate occurs at a lower temperature and so the freezing point of the solution is lower than that of liquid solvent. The change in freezing point ? Tf is proportional to the concentration of the solute in the same way as the boiling point elevation. ?Tf = Kf ? msolute ? ?soluteHere also, the proportionality constant Kf depends on the solvent and not the kind of solute and isolute represents the number of particles per formula unti of solute. For water, the freezing point constant is -1. 86 oC-kg/mole. Freezing point or melting point is the temperature of transition between solid and liquid. Melting point can be measured more accurately than freezing points. This is becauses so in freezing point measurements, supercooling may occur which would yield a lower than sslkdjs freezing (melting point).CHANGES IN VAPOUR PRESSURE: RAOULT’S LAW At the surface of an aqueous solution, there are molecules of water as well as ions or molecules from the solute. Water molecules can leave the liquid and enter the gas phase, exerting a vapour pressure. However, there are not as many water molecules at the surface as in pure water, because some of them have been displaced by dissolved ions or molecules/ ther efore, not as many water molecules are available to leave the liquid surface, and the vapour pressure is lower than that of pure water at a given temperature.From this analysis, it should make senses that the vapour pressure of the solovent above the solution, Psolvent, solution, that is , to their mole fraction. Thus, since Psolvent ? Xsolvent, we can write Psolvent = Xsolvent ? K (where K is a constant). This equation tells you that, if there are only half as many solvent molecules present at the surface of a solution as at the surface of the pure liquid, then the vapour pressure of the solvent above the solution will only be half as great as that of the pure solvent at the same temperature. If we are dealing only with pure solvent, the above equation becomes Posolvent = Xsolvent ?K where Posolvent is the vapour pressure of the pure solvent and Xsolvent is equal to 1. This means that Posolvent = K; that is, the constant K is just the vapour pressure of the pure sovent. Substitutin g for K in the foremost equation, we arrive at an equation called Raoult’s law: Psolvent = Xsolvent ? Posolvent If the solution contains more than one volatile component, then Raoult’s law can be written for any one such component, A, as PA = XA ? PoA Like this ideal gas law, Raoult’s law is a description of a simplified model of a solution.An ideal solution is one that obey Raoult’s law/ although most solution are not ideal, just as most gases are not ideal, we use Raoult’s law as good approximation to solution behaviour. In any solution, the mole fraction of the solvent will always be less than 1, so the vapour pressure of the solvent over an ideal solution (Psolvent) must be less than the vapour pressure of the pure solvent (Posolvent). This vapour pressure lowering, ? Psolvent, is given by ? Psolvent = Psolvent ? Posolventwhere Psolvent < Posolvent Boiling point elevationRaoult’s law tells us that the vapour pressure of the solvent over a solution must be lower than that of the pure solvent. Assume for example that you have a solution of a non-volatile solute in the volatile solvent benzene ? ? ? ? II. MATERIALS A. Reagents 4. 00 g naphthalene 0. 20 g unknown solute A unknown solute B (assigned amount per group) distilled water B. Apparatus 250-mL beaker 400-mL beaker 100-mL graduated cylinder test tubes thermometer iron stand, iron ring, iron clamp hot plate C. Other Apparatus wire gauze tissue paper graphing paper timer III. PROCEDURE Freezing Point of NaphthaleneIn a clean and dry test tube, 2. 0 g of naphthalene was weighed. To measure the temperature while heating, a thermometer was suspended by tissue paper at the mouth of the test tube. It was placed in a water bath with the water level above the sample in the test tube. To avoid the contact of the test tube to the bottom of the bath, it was supported by an iron clamp. The water bath was then heated until the entire sample has melted and until the temperatur e of the sample reached 90o C. The flame was put off and the temperature reading was recorded every 15 seconds until the temperature has fallen to 70oC.The set up was put aside for the next part of the experiment. Data gathered were tabulated and plotted for analysis and evaluation. Freezing Point Depression of Naphthalene Pre weighed 0. 20 g of unknown solute A was added to the previous set up of naphthalene. The same procedure was done with it. The thermometer was again suspended at the mouth of the test tube by tissue paper. With the help of iron clamp, it was again placed in a water bath, with the water level above the sample in the test tube, to avoid contact to the bottom of the bath.The water bath was then heated until the entire sample of unknown solute A and naphthalene has melted. When the temperature reached 90oC, the flame was put off. The temperature reading was recorded every 15 seconds until the temperature has fallen to 70oC. Data was also tabulated and plotted toget her with the data from freezing point of naphthalene. Boiling Point of Water In a 250-mL beaker, 100-mL of distilled water was boiled until it completely boiled. The temperature reading was recorded. In a separate 250-mL beaker, 0. 20 g of unknown solute B was dissolved in 100-mL distilled water.This was also heated until it finally boiled. The boiling point was also recorded. It was tabulated together with the boiling points of solutions with varying amounts of solute from other groups. Comparison was made for evaluation of the results. IV. DATA/OBSERVATIONS Table 1. 1. Observations on cooling of naphthalene at 15-second intervals. Time (sec. )Temperature (oC)Appearance 1590clear liquid 3090clear liquid 4587clear liquid 6086clear liquid 7585clear liquid 9085clear liquid 10584clear liquid 12084clear liquid 13583clear liquid 15083clear liquid 16582clear liquid 18081clear liquid 9581clear liquid 21080clear liquid 22580clear liquid 24079clear liquid 25579clear liquid 27078clear liquid 28577clear liquid 30077clear liquid 31576solidification 33075solidification 34575 36075 37575 39075 40575 42075 43575 45075 46575 48075 49575 51075 52575 54075 55575 57075 58575 60075 61575 63075 64574 66074 67574 69074 70574 72073 73573 75073 76572 78072 79571 81070 Mass of naphthalene used (g): 2. 00 g Table 1. 2. Observations on cooling of solution of naphthalene and unknown solute at 15-second interval. Time (sec. )Temperature (oC)Appearance 1590clear liquid 3090clear liquid 587clear liquid 6086clear liquid 7585clear liquid 9085clear liquid 10584clear liquid 12084clear liquid 13583clear liquid 15083clear liquid 16582clear liquid 18081clear liquid 19581clear liquid 21080clear liquid 22580clear liquid 24079clear liquid 25579clear liquid 27078clear liquid 28577clear liquid 30077clear liquid 31576clear liquid 33075 34575 36075 37575 39075 40575 42075 43575 45075 46575 48075 49575 51075 52575 Mass of naphthalene used (g): 2. 00 g mass of unknown solute B (g): 0. 20 g Table 1. 3. Data on freezing point depression of naphthalene. Mass of naphthalene used (g)2. 0 g Mass of unknown solute A used (g)0. 20 g Mass of solution (g)2. 20 g Freezing point of pure naphthalene (oC)75 oC Freezing point of solution (oC)73 oC Freezing point difference of pure naphthalene and of solution (oC) Molality of solution (mol/kg) Moles of solute used (mole) Molecular mass of solute (g/mole) Table 1. 4. Summary of data on boiling points of solutions with varying amounts of solute. Group No. Amount of solute B used (g)Boiling point (oC) –100 10. 5099. 0 21. 0090. 0 31. 5099. 5 42. 0099. 5 52. 50100 V. DISCUSSION ? ? ? ? VI. CONCLUSION ? VII. LITERATURE CITED/BIBLIOGRAPHY

Learning Disabilities Why Self esteem Essay

As a child goes through teenage life, he or she is exposed to many different challenges, stressors, and prospects. An imperative factor in handling these challenges is a positive self-concept and high self-esteem. Through teenage life, schools should be preparing students to become a comfy part of the general population, quickly bending to their environs (Saghatoleslami, 2010). A population of students that necessitate closer attention are Learners who have been diagnosed with a learning disability. Learners with learning disabilities are likely to represent 2% to 10% of the student population (Reese, Bird, &Tripp, 2007). Learners with learning disabilities tussle with self-concept and self-esteem, which in tum can lead to amendment difficulties, substance abuse, depression, and suicide ideation. It is, therefore, essential to monitor the self-worth of students and help mend and advance their self-concept and self-esteem. When bearing in mind students with learning disabilities, it is important to weigh their self-concept and self-esteem in a different way, understanding different social factors that come into play (Moller & Pohlmann, 2009). There are many facets to self-concept and self-esteem, and coping with a learning disability has an influence on a student’s quality of life. For both students with LD and students who have not been diagnosed with LD, active parental involvement can directly influence a student’s self-concept and self-esteem (Saghatoleslami, 2010). The Individuals with Disabilities Education Act, Public Law, splits 12 types of categorizations of learning disabilities, in which children may be fit for special education and interrelated services. These types are; (a) autism, (b)deafness, (c)deaf-blindness, (d)hearing impairment, (e) mental retardation, (f) multiple disabilities, (g) orthopedic impairment, (h) severe emotional disturbance, (i) visual impairment, (j) speech or language impairment, (k) traumatic brain injury, (l) and specific learning disability (Moller & Pohlmann, 2009). Autism is an age-linked disability significantly affecting verbal and non-verbal communication and social relations, typically evident before age three. Deafness is an earshot impairment that is so austere that the child is lessened in processing linguistic info, with or without augmentation; deaf-blindness is a synchronized visual and hearing impairments. Hearing impairment is of the audible range, whether perpetual or mutable. Mental hindrance re lates to suggestively below usual general cerebral functioning, which prevail concurrently with shortfalls in adaptive performance. Multiple disabilities: the exhibition of 2 or more disabilities such as mental retardation-blindness, an amalgamation that involves special accommodation for ultimate learning (Moller & Pohlmann, 2009). Additionally, there are corporal impairments; orthopedic impairment is physical disabilities, which include congenital impairments, caused by illness, and impairments from further causes (Berdine, 2010). Grave emotional disorder is a disability where a child of typical intellect, has strain over time and to a patent degree, building pleasing interpersonal relationships; (a) retorts inappropriately psychologically or emotionally under ordinary circumstances; (b) exhibits a pervasive mood of unhappiness; (c) or has a propensity to develop physical signs or fears. Detailed learning disability is a malady in one or more of the basic psychosomatic processes convoluted in understanding or in expending language, written or spoken, which may patent itself in an imperfect knack to speak, read spell, think, write, or do mathematical calculations; dialogue or language impairment: a communication (Moller & Pohlmann, 2009). Disorder such as stuttering, impaired articulation, a type of linguistic impairment, or the voice impairment can be considered a detailed learning disability. Traumatic brain injury is an assimilated injury to the brain caused by a marginal physical force, resulting in partial or total functional disability or psychosocial impairment or possibly both (Berdine, 2010). Visual impairment is a pictorial struggle (including blindness) that, even with correction, unfavorably affects a child educational performance. Learning disabilities can disturb students in diverse manners. As studies designate, self-concept and self-esteem are two vital elements during a student’s foundational years. Throughout this time, students begin to express and realize who they will turn into as grownups. The self-concept that is established during this time canines over into maturity (Elbaum & Vaughn, 2010). For this purpose, it is vital to consider the adverse effects of LD, especially during a teenager life. Dyson points out that children who have proficient denial, disgrace, and disappointment have outlooks of low self-worth and defenselessness (2008). Both students with LD and students without LD exhibit varying levels of self-concept and self-esteem. These self-concepts adapt and grow as a student develops from childhood, through adolescence, and into adulthood. Students with LD reported that they felt worse about their general intellectual ability than students without LD (Moller & Pohlmann, 2009). This can result in negative self-concept and low self-esteem. By implementing evidence-based interventions, students with LD can develop a positive self-concept and improve their self-esteem. One such response includes positive parental involvement. When parents are involved in the lives of their children in a positive way, the self-concept and self-esteem of their child improves. A challenge of active parental involvement pertains to the difficulties of communicating with a child who has LD (Dyson, 2008). Utilizing parental programs to overcome such adversities positively affects the parent/child relationship. Through this active int eraction, adolescents with LD improved academically and emotionally. A lot of children with LD get these emotions more often than students with no LD. This can have a philosophical effect on their educational self-concept as well as their general self-esteem. The importance of this topic is substantial, as the American Psychiatric Association (2007) establish that between 3% and 8% of the learners’ population, especially children are affected by LD. Utilizing the Self-Perception Profile for teenagers, Moller and (2009) established that high school learners with LD conveyed they felt worse about their general mental ability than did students not diagnosed with LD. Furthermore, using the Piers-Harris Children’s Self-Concept Scale, it has been shown that students with LD scored significantly lower on the subscale of Intellectual and School Status. This is significant because these students were in separate classes with other students in special education (SPED), including students with emotional disturbances or cognitive impairments. When students are deliberately taken out of the general classroom, it becomes apparent to them that they are different from typically developing students. By separating students, it can have an adverse effect on their self-concept. This can have an adverse consequence on their self-esteem and academic achievement (Ochoa& Emler, 2007). The response to this unruly is not as easy as moving towards an inclusive system where students with LD learn with typically developing students. In a study shepherded by Barrera, it was revealed that the self-concepts of students with learning disabilities attending comprehensive schools were inferior to those of their classmates devoid of learning disabilities (2009). The discoveries are all too shared, since a meta-analysis prepared by Barrera established the same incongruity (2009). Due to these common judgments, many schools have relocated away from an integrative class. In other situations, the self-concepts of students with learning disabilities may be improved through adapting instruction to the wants of each student (Elbaum & Vaughn, 2010). Constructing the best erudition environment for each student wishes to be a precedence within the overall school system. Once students with LD associated themselves with others with LD, they conveyed that they felt improved about their recital than children with LD, who likened themselves to their aristocracies without LD (Ochoa & Emler, 2007). This largesse contradictory information. When unraveling students with LD from archetypal students, it can have an undesirable consequence on their self-concept and self-esteem. On the affirmative side, nevertheless, when students with LD are studying with other students with LD, they may incline to compare themselves to their partners with LD. This outcome in a more optimistic self-concept and advanced self-esteem in students with LD. Every school is exclusive in its tactic to students with LD, and it is significant to consider these educations when determining whether or not students with LD should be encompassed in the general classroom or placed in a distinct studying setting. Age is an imperative factor in appreciating what the best intervention is for a st udent with LD. While academic interventions were most consistently effective for elementary students, counseling interventions were the most reliably effective for middle and high school students (Elbaum & Vaughn, 2010). These results have an effect on the academic self-concept for the student and do not necessarily hold true for other dimensions of self-concept. Elbaum and Vaughn also pointed out that, overall, counseling and mediated interventions were the only interventions that had a significant effect on general self-concept (2010). These findings complement previous statements regarding the importance of creating an intervention strategy that is malleable, as well as unique to each student who passes through the intervention plan (Reese, Bird, &Tripp, 2007). To create a single intervention strategy, it may be useful for a school to use the interpersonal competence profile. By using the ICS-T and the ICS-S and comparing the two, a unique strategy can be created for each student that best serve s his or her learning style. This tool can be useful to determine if an inclusive or separated intervention strategy would best help each student with LD. The insight provided by Berdine; because self-knowledge emerges from, and is sustained by, our experiences with others, negative self-views have interpersonal as well as personal components (2010). This means that for people to enjoy improvements in their â€Å"self-views†, changes must occur not only in the way they think about themselves, but also in the environments that sustain their own self-views (Berdine, 2010). The value of this quote is substantial. Not only is this positive self-concept paramount for students with LD, it is also significant for everyone. Our experiences in life and our perception of who we are define what we eventually become. In Positive Teacher and Parental Involvement, it is important for teachers and parents to affect the self-concept and self-esteem of students with LD by remaining positive and encouraging them to succeed. This is evident, as it was exhibited that there was an incongruity between self-assessments of students with LD and their ed ucators’ verdicts. They discovered that students alleged themselves to be more proficient than their teachers rule on them. Furthermore, Moller and Pohlmann (2009) indicated that teachers were commonly unaware of students’ perceptions of abilities. For better communication between teachers and students, it may be beneficial for tutors to devote time to students to converse their perceived strongholds and weaknesses. When parents were positively involved in the lives of their children, the self-concept of their children was affected in a positive way (Ochoa& Emler, 2007). The student’s paternities can also petition or appeal to the learning institution, or to the director of distinctive education and complain of their child being gaged. They may sense that the child is not developing as he, or she ought to be, or identify or detect certain glitches in how the child does. If the school believes that the child, undeniably have a disability, then the school must perform a valuation. If conservatory staff do not sustain that the learner has a disability, they may well decline to consider the child, but should apprise the parents in lettering as to their whys and wherefores for rebuffing. If parents believe intensely that their child does, certainly, have a disability that needs special edification, they may entreaty a due process earshot, where they will have the chance to spectate why they believe their juvenile should be appraised. To be assessed, there are numerous of probable assessments that are acknowledged in the IDEA, that is, Individuals w ith Disabilities Education Act (Elbaum & Vaughn, 2010). When parents interacted and maintained, a positive attitude with their children, a more positive self-concept was developed and self-esteem was raised (Berdine, 2010). Conversely, when the interaction between parent and child was minimal, or family communication was poor, negative self-concept and low self-esteem resulted. Dyson (2008) found that children with LD themselves can contribute to a lack of communication between child and parent. In line, child and parental cognitive-behavioral factors reciprocally amplify one another over time. For parents of high school students with LD, communication was often directly related to the nature of the learning disability (Berdine, 2010). When a parent and child were unable to communicate wholly due to the child’s disability, it adversely affected the relationship. This alone is reason enough for parents of children with LD to explore various options for the betterment of communication with their children. When this lack of communicat ion compounds over time, stress can be built up for the child as well as the parent. If the guardian of a child with LD exhibits stress surrounding their child’s disability, that child tends to have problems with social competence as well as display more behavior problems (Dyson,2008). This presents a direct correlation between parental stress regarding a child’s disability and the self-concept and behavior of that child. When parents show a positive environment for their child with LD, it helps to reinforce a sense of positive self-concept and high self-esteem. Children with LD have a strong academic self-concept and high self-esteem when they receive positive feedback from teachers and parents (Dyson, 2008). When children have a healthy self-concept, they are less likely to have a low self-esteem (Reese, Bird, & Tripp, 2007). To determine if a child is adequate for classification in one of these regions of exceptionality, an individualized appraisal or valuation, of the child must be carried out. This is accomplished through IDEA. The IDEA stipulates a number of requirements regarding estimates of children alleged of having a disability. While a more comprehensive description of these requirements is presented in the Persons with Disabilities Education Act, these rations are briefly summarized as follows: In advance a child is evaluated for the first time, the school district must acquaint parents in writing (Berdine, 2010). Parent’s commitment gives written consent for the school system to carry out this first evaluation also identified as a pre-placement appraisal. Evaluations must be accompanied by a multidisciplinary team such as speech and dialectal pathologist, occupational or physical therapist, medical specialists, and school psychologist. They must include at least one teacher or sentinel who is knowledgeable about the area of the child’s alleged disability. The assessment must carefully investigate all areas related to the child’s suspected impairment (Dyson, 2008). Indeed not a sole technique may be used as the sole norm for determining a child’s eligibility for special services or for deciding his or her suitable educational placement. Moderately, the evaluation method must utilize a variety of valid evaluation instruments and observational data. All testing must be done independently. Trials and other evaluation materials must be delivered in the child’s primary language or manner of communication, unless it is evidently non-realistic genuine to implement. All tests and other evaluation resources must be authenticated for the particular drive for which they are used. This tells that a test may not be used to evaluate a student in an exact area unless the test has been premeditated and validated through examination as measuring that definite area. Valuations must be conducted in a fair way. This means that the trials and evaluation resources and procedures that are the castoff may not be ethnically or culturally prejudiced agains t the child (Montgomery, 2011). The assessment team must guarantee that any test used is administered correctly by a person fitted to do so, that the test is being used for the objectives for which it was meant, and that the child’s disability does not conflict with the child’s ability to take any test measuring specific abilities, the child’s visual impairment changes his or her ability to read and rightly answer the questions on an test. Suitable, comprehensively, and accurately assessing a child with an alleged disability clearly presents a substantial challenge to the assessment team (Dyson, 2008). Valuation in educational locales serves five main purposes: (a) screening and proof of identity: (b) to screen children and recognize those who may be experiencing delays or learning problems; (c) eligibility and diagnosis: to govern whether a child has a disability and is entitled to special education amenities, and to analyze the specific nature of the student’s glitches or disability;(d ) IEP growth and placement: to provide comprehensive evidence so that an Individualized Education Program (IEP) can be enhanced and proper decisions may be implemented of the child’s educational placement; (e) instructional scheduling: to develop and plan instruction apt to the child’s individual needs; and evaluation: to assess student development. (Berdine, 2010). One program that was used to influence parental/child interaction positively was Systematic Training for Effective Parenting (STEP). (Barrera, 2009) Used STEP to deliver parents with training on how to answer more positively to their children. The outcomes displayed that parents had a very strong influence on their children’s self-concept. Additionally, Barrere suggested that classroom interventions to augment self-concept might be enhanced by involving parents in a synergistically designed parent program (2009). As previously mentioned, students with LD are more likely to struggle with social competence (Dyson, 2008). Having active parental involvement in the life of a student with LD helps facilitate improvement in this realm, thus positively influencing a student’s self-concept (Dyson, 2008). Intervention strategies for students with LD within the school setting resulted in underwhelming outcomes at times. To better the chances of success, schools may see benefits by involving parents in their intervention strategies. When parents interacted with their children frequently, positive outcomes generally occurred. As Reese, Bird, and Tripp (2007) found parent-child conversations regarding positive past events contained the highest amount of emotional talk regarding the child. Additionally, during conflict discussions, a moderate amount of positive talk was found. This positive talk can have a profound effect on the self-concept of a child. The link between conversations regarding past positive events and children’s self-esteem was substantial (Brown && Hooper, 2009). In Critical Analysis, there were three main research questions addressed in this studies: (1) what is the dissimilarity stuck between self-esteem and self-concept? As the constructs of self-concept and self-esteem share similarities, it is important to delineate the two constructs in order to depict their differences clearly. Self-concept is defined as people’s overall composite or collective view of themselves through multidimensional sets of domain-specific perceptions. These judgments are based on self-knowledge and evaluation of value or worth of one’s competences formed through involvements with and understandings of the environment. A person’s self-concept not only comes from internal individual perceptions, but can also be influenced by different experiences and external information from others. People’s self-concept addresses a more factual side of their life, such as knowing what they enjoy or what they tend to think about themselves. Self-esteem, as defined by Ochoa and Emler, is the sense an individual has about himself or herself that affects the way he/she views himself or herself (2007). These opinions include self-observations, perceived feelings of him/herself, and self-knowledge. How the individual feels is addressed within self-esteem, whereas self-concept addresses what the person thinks or sees about himself or herself. Self-concept is a construct that stays relatively constant over time, while self-esteem can vary throughout a person’s lifetime (Berdine, 2010). (2) How do students with learning disabilities and scholars who have not been established with a learning disability compared in regards to self-concept and self-esteem? Present study endorses that there is an alteration in the levels of self-concept and self-esteem between students who have been detected as having learning disabilities and students who have not been analyzed as having a learning disability. Barrera, (2009) established that high school students with LD reported that they felt worse about their general Intellectual ability than did students who have not been diagnosed with LD. Students with Learning disabilities who were in separate classes with other students in SPED, such as students with emotional disturbances or cognitive impairments, were found to have a lower self-concept on the Intellectual and School Status subscale. This finding suggests that the separation of the individual with a learning disability from the general education classroom can have an adverse e ffect on the student’s self-concept. Comparatively, Brown and Hooper (2009) showed that students with learning disabilities attending inclusive schools had a lower self-concept than classmates without a learning disability. Whether students are included in the general education classroom or separated and placed with other students with disabilities, their self-concept was consistently lower than that of students without disabilities (Montgomery, 2011). It is important to note the research that the self-concepts of students with disabilities can be heightened through tailoring instruction to the needs of the individual student. According to Saghatoleslami when students with LD compared themselves to other peers with LD, they felt better about their performance than did children with LD, who associated themselves with their peers without LD (Saghatoleslami, 2010). These findings suggested that pairing students within the general classroom on the basis of instructional level and individual needs positively influenced the self-concept and self-esteem of pupils with learning disabilities. (3) Does the level of active parental and teacher involvement have an effect on a student’s self-concept and self-esteem? According to the existing research, active parental and teacher involvement has a positive impact on student’s self-concept and self-esteem. Dyson (2008) found that children with LD have a positive academic self-concept and high self-esteem when they receive positive feedback from teachers and parents. The environment the parent provides, as well as the dialog between the guardian and the youth, are both factors that play a role in the student’s development of self-concept and self-esteem. For instance, Dyson (2008) found that if a parent of a child with LD exhibits stress surrounding their learner’s disability, that child tended to have problems with social competence as well as display more behavior problems. When parents presented a positive environment for their child with LD, it helped to reinforce a positive self-concept and a sen se of high self-esteem. Additionally, communication was often related to the nature of the learning disability, especially when the parent and the child were not able to communicate due to the child’s disability. This, in turn, adversely affected the relationship between a parent and child (Ochoa && Emler, 2007). It was supported that with positive interaction and a parent’s positive attitude toward their children, a more positive self-concept was developed and self-esteem was raised from the child (Montgomery, 2011). The emphasis is a positive interaction and support from the parent to positively influence self-concept and self-esteem. Along with a positive stress, there is also a weight on alliance between the home and school to upkeep consistency between the two settings. Saghatoleslami (2010) found that active parental involvement in a wellness-based prevention program in schools was helpful in building positive self-concepts in children and college students. Additionally, Montgomery, (2011) suggested that classroom interventions used to increase self-concept might be enhanced by involving parents. The involvement of parents or other supportive figures, bettered the chances of success across settings, as there were collaboration and communication occurring between parents and teachers. A limitation of the analysis is the broadness of the subjects. While there is an assortment of LD types, there was no sub-typing of LD in this study. Furthermore, self-concept and self-esteem were measured on a broad scale, with minor sub-typing of self-concept. Socioeconomic status, ethnicity, gender, and physical attractiveness were not taken into consideration when measuring a student’s self-concept or self-esteem(Dyson, 2008). Finally, this studies are not applicable across cultures. The vast majority of research reviewed was conducted in the United States. Based on the analysis, it is clear that the most complex measure of self-concept and self-esteem is necessary. In future research, obtaining more data regarding self-concept and self-esteem will make additional subtypes available, both for these two domains, as well as subtypes of LD (Reese, Bird, &Tripp, 2007). Further implementations need to be aimed at supporting students with LD. The focus of future support for students with LD should be not only academic, but have emotional and psychological support as well. Many interventions are aimed at improving the grades of students with LD. In addition to this, specific attention should be placed on the betterment of their self-concept, as well as the improvement of their self-esteem. Both teachers and paternities should be included in future studies to promote positive self-concepts and increase self-esteem. Through in future studies, effective evidence-based solutions will be found. References American Psychiatric Association. (2007). Diagnostic and statistics: manual of Mental Disorders. Washington, DC: Author. Barrera, M. (2009). Roles of definitional and assessment representations in the identification of new or second language learners of English for special education. Journal of Learning Disabilities. Berdine, W. H., (2010). Assessment in Special Education (5th Ed.) Boston: Little Brown. Brown, F J. Hooper, S. (2009). Journal of Intellectual Disabilities. 13 (3), 195-201 DOI: `10.1177/1744629509346173 Dyson, L.L. (2008). Children with Learning Disabilities within the Family Context: An assessment with siblings in global self-concept, academic self-perception, and social competence. Learning Disabilities Research & Practice, 18, 1-9. Elbaum & Vaughn, (2010), Parent- teacher- and self-rated motivational styles in ADHD. Journal of Learning Disabilities. Moller, & Pohlmann, B. (2009). Achievement and self-concept of students with Learning Disabilities. Social Psychology of Education, 12(1), 113-122. Montgomery, M. (2011). Self-concept and children with learning disabilities. Journal of Learning Disabilities, 27(4), 254-262. Ochoa, G.M., & Emler, N.P, (2007). Adjustment problems in the family and school contexts. Attitude towards authority and violent behavior in school in adolescence. Adolescence, 32, 779-794. Reese, E., Bird, A., & Tripp, G. (2007). Children’s self-esteem and moral self: Links to parent-child conversations regarding emotion. Social Development, 16, 460-478. Saghatoleslami, M. (2010). Adjustment to college: College students with learning disabilities. Dissertation Abstracts International, 66, 2315. Source document

Alan Bennet’s “Talking Heads” – A monologue commentary

After reading a selection of monologues from Alan Bennett's â€Å"Talking Heads†, I was inspired to right one of my own. In my monologue the focus is on a young girl who lives alone with her father, who abuses her. The title, ‘A father's love', is ironic because if her father loved her, then why would he abuse her? This links to the monologues written by Alan Bennett as he also uses the technique of irony to engage the audience. The opening stage directions show some aspects of the character's lifestyle, â€Å"Emma sits on a battered leather armchair in a plain living room† From reading this, the audience will be able to identify the poor lifestyle that the girl experiences; this is also shown in a further set of stage directions â€Å"Emma is washing dishes in a basic, untidy looking kitchen.† In both instances there are hints of poverty, yet her father finds enough money to go to the pub at night. This helps to reveal her father's character and his priorities. In the first section of the monologue there is no clue as to what the problem could be, but as the monologue progresses the clues become clearer and the audience may have more of an idea of what the girl is experiencing. For example, â€Å"I said I was sorry about the medication but it really wasn't my fault, there wasn't a need for the way he reacted.† There it becomes obvious to the audience that the girl's father has a bad temper. This idea is developed in the next section of the monologue as the girl debates whether or not to go to school. It now becomes apparent that he has hit her. To create a more obvious clue I had to re draft my monologue in order for the audience to pick up on the problem, â€Å"How can I go to school with a face like this†¦ I could just tell everyone I fell down the stairs.† The clues are really subtle at first but do become more obvious as the monologue progresses. I tried to create tragedy in the monologue by portraying the young girl as feeling alone in the world; she lives alone with her bad tempered father who drinks a lot. The tragedy is that she doesn't want to walk out on her father but she knows that it's not safe for her to stay. I think that the audience could identify this in the monologue. In my monologue, it shows the father suprising the young girl with a shopping trip; this was only through guilt. It's tragic that he has to show his love for his daughter by buying presents and not through affection. By the end of the monologue we can see that there has been no change in the attitude of the father, although he promises his daughter that things will change, they don't. Emma says, â€Å"He promised me that he wasn't going to do this anymore†¦ I just hope he isn't drunk again.† This demonstrates her fear of her father. The last set of stage directions shows that the girl is frightened and that her father hasn't changed. The young girl knows what is going to happen when her father comes home. â€Å"A door slams and a man is heard shouting from off stage†¦ He's home! (Frightened)† I have tried to end my monologue on a tragic note, but leave the audience in suspense. It shows that the father has broke his promise and come in drunk again, but there is no indication as to whether he will beat his daughter.

Humanity in King Lear Essay Example | Topics and Well Written Essays - 1000 words

Humanity in King Lear - Essay Example However, on a different perspective, it is also possible to see the play as a declaration that humanity is an make-believe ideal. In this play, only those who recognize and value the fundamental human condition possess humanity. For example, as King Lear ages and advances into madness, he is stripped of his title, thrown out of his home, and reduced to nothing. It is a sharp depiction that man is really just a â€Å"bare, forked, pitiable animal† and even he, who supposedly owns a noble title, is no more than this. Metaphors are used to acknowledge his inconsequentiality and establish his epiphany as a mere mortal. Lear is able to recognize the values of humanity in his journey to humility. It is shown when he tells his daughter Cordelia to give in to her fate in jail, signifying Lear’s discovery that genuine filial love has more bearing than cultural materialism focusing on power, property, and rank. Still, it is not possible to merely interpret the play as an suggesti on of the basic void that the world is made of --- where Lear is shown as accommodating to the idea that there is nothing but the dreary, cruel, and cold world represented in the story. Edmund, Regan, and Goneril’s portrayed logical sanity contradicts their base natures, as symbolized by animal metaphors such as â€Å"toad spotted traitor† and â€Å"pelican daughters.† While it is natural for human beings to transcend their own limits, this creative tendency to exceed oneself is also the source of destructiveness, a paradox that King Lear explores. This difficult dialectic poses the problem of respecting the norm while at the same time going beyond it. Excess may become too excessive, yet such superfluity is also precisely that which marks off men and women from the inhuman precision of beasts, or indeed of Goneril and Reagan. Lear’s daughters may have a point in failing to appreciate their father’s entourage of a hundred knights. However, what the y miss is the more vital point that Lear expresses at the onset of the play â€Å"O reason not the need.† It is nevertheless inherent to human --- being not beasts --- that desires go beyond the minimal need if there is no rationale why humans should want more than is required for survival. However, excessive material possessions may hinder a man’s ability to identify with the misery of others and feel care. This thought becomes clear to Lear when he is thrown out of his home into the storm, moments before he meets Edgar disguised as Poor Tom. This same insight becomes clear to Gloucester as well, after he is blinded. On the other hand, Cordelia’s forgiveness and mercy of her father offsets this harsh want for excess or surplus. Cordelia’s attitude towards Lear even extends beyond the set standards of justice. It is Cordelia’s attitude depicting both restriction and generosity that resolves several of the text’s formal antinomies. This is sh own when she tells Lear that her love should be suitably divided between himself and her future spouse no matter how unreservedly her love is given. However, when Cordelia dies, another problem is presented. After all, it is a matter of controlling what seems to be a permanent inconsistency in the material composition of humans, and not merely a matter of resolving preset contradictions. It is a tragedy because the play asserts the fact that no poetic imagery is sufficient to resolve this contradiction. Another excess depicted in the play is the excessive ability of humans to inflict pain on each