Employee relations Essay Example | Topics and Well Written Essays - 3000 words

Employee relations - Essay Example It also includes the ongoing evaluation of performance of employees, managing it, ensuring that ‘laws and regulations’ are followed and also to solve the employees disputes (Society for Human Resource Management, 2011). Good employee relations denote peaceful, pleasant, abundant relation between labour and management. Sound relation regulates the production by minimising conflicts. It improves the worker’s strength by resolving their problems through negotiation and consultation. It improves the status of employees, evades any kind of disputes and thus, preserves ‘industrial democracy’. Employee relation is the virtual balance of negotiating influence between the employees and management. In every organisation, an efficient ER executive provides instruction about how a company can manage with the grievances, penalising process and legislative recognition process of the Employment Relations Act (1999). For managing the employee relation the managers mu st act in a reasonable and logical manner towards the employees and labour unions. It is vital for personnel authorities to ascertain standards of activities which are rational (Gennard & Judge, 2005). In this context, the study will evaluate the employee relations related challenges as faced by Royal Mail. Analysis of Organisation Royal Mail is a public limited company controlled by the government of the UK. Their annual turnover is more than ?8 billion and it has almost 200,000 employees. In the UK, Royal Mail operates under its well-known brands: Royal Mail; Post office and Parcel force Worldwide. Royal Mail has gone through a restructuring process to reduce costs, improve effectiveness to compete with other rivalries in the postal sector. It ensures delivery of sustained high quality services effectively (CSR Case Study Series, 2005). Basic Organisational Structure Royal Mail Group serves mails and parcels throughout the UK. It has almost 168,000 employees in the UK. It has 11,9 05 Post Offices and manages almost 400 million parcels per year. The network of Royal Mail includes almost 11,500 branches throughout the UK. Royal Mail Group has five non–Executive Directors and three Executive Directors who take all the managerial decisions for Royal Mail. The CMU (Communication Workers Union) is the labour union of Royal Mail which stands for non–managerial employees. The company follows the bureaucratic organisational structure. The flow of communication goes through different layers of management which causes slow decision making. With respect to employee relation, organisation can adopt unitary or pluralistic approach (Royal Mail Holdings plc, 2010). Industrial Relation Theory There are three theories of industrial employees’ relations namely unitary, pluralist and radical. Unitary: In unitary system, the organisation is a harmonious system. There is no trade union. Mangers and workers both share similar interest, purpose and objective. Pl uralistic: In pluralism, there are two parties in the organisation namely trade unions and the management. Any conflict is dealt with collective bargaining, mutual agreement or negotiation between trade union and management. Marxist

Adas Muteness and Voice Essay Example | Topics and Well Written Essays - 2750 words

Adas Muteness and Voice - Essay Example This is the kind of social situation that is described in opening pages of The Piano as the main character Ada describes her preparations to leave her home and cross the sea to New Zealand where she will meet the husband that her father has just married her to without having consulted her at all. This introduction makes an instant connection between her muteness in voice and her muteness in her society and even in her own life. Throughout the story, Ada is trapped in a man’s world, even when she goes as far away as New Zealand and its untamed frontier which is where most of the story takes place. However, in the character of Ada, Jane Campion shows how a woman without a voice made herself heard even to those who wouldn’t listen, demonstrating how a voice could be used as a tool of power in an otherwise powerless world. It is helpful to gain a bit of historical understanding regarding the female voice in order to fully appreciate the significance of Ada’s silence and returning voice by the end of the story. Anne Carson provides a strong analysis of how concepts regarding the woman’s voice evolved out of ancient history. According to Carson, women expressed the moments of extreme joy, grief, fear and hope within the regular and climactic moments of life through the sound of the ololyga: â€Å"a high-pitched piercing cry uttered at certain climactic moments in ritual practice †¦ or at climactic moments in real life †¦ and also a common feature of women’s festivals† (Carson, 1995: 125). Because the noise could be irritating to those not actively engaged in the celebration, these rituals were usually held outside of the range of hearing of the men and the city. Over time, this had the tendency to reinforce ideas of women as savage mysterious outsiders. Their religio us rites were often female only, they made strange sounds while practicing and they practiced outside of the city limits, making them seem like wild animals in the wilderness.   Meanwhile, the proper role of the man was to disconnect from his emotions enough to control the escape of unintended, uncontrolled sounds.  

Marxism Concepts of Art | An Analysis

Marxism Concepts of Art | An Analysis The nineteenth century was significant in Europe because it spawned or brought to the forefront revolutionary new forms of culture and theology. Among these movements were feminism, Marxism, the romantic period of music, and the impressionist period of art. Marxism has been critically acclaimed for its adherence to the popular utopian traditions of past ages and its determination to exterminate the inequities of the feudal class system. Marxism was a nineteenth century behemoth, its shadow influencing not only social and political thought but also provoking minds around the world. Critics of ideologys influence on art harangue the latter as a restrictive form of interpretation, one whose hold over arts beholder evokes themes that override those intended by the artist. However, art created in the impressionist period was created on the basis of the artists perception, and if no one can recall exactly what the artist intended, then using ideologies of the time remains a logical basis o f interpretation. Marxism promotes the involvement of all aspects of society in its ideology. However, when used as an exclusive method of art, Marxism can be quickly dismissed as stringent and a useless art method. In his Theory and Philosophy of Art, Meyer Schapiro contends that ideology constricts the freedom of artistic expression. Schapiro insists that philosophers using ideologies in artistic interpretation forgo the artists rendering and draw their own conclusions, therein ignoring the prevailing themes and purposes behind the artists creation. Through intense speculation of an object, the philosopher has [deceived] himself in assertions which are not sustained by the picture itself but rather in his own social outlook (Schapiro 1994, p. 134). For example, Japanese aesthetics value the imperfect, almost deifying the worn and blemished. A rusty spade in a tool shed would be perceived by classical Japanese aesthetics as beautiful because of its natural state. The traditional Japanese artist would have painted the shed to exemplify its imperfections and the subtleties of its presentation. A Marxist contention might be that the artist presented the spade as a token of the working class, a tribute to the agrarian utopia sought after by many of the period. By making these assumptions, the individual perceiving the Japanese spade would be detracting from the paintings meaning; though agrarian utopia is a beautiful image, it is ultimately deviant from the artists purpose and casts the painting in a whole new light. Using a school of thought such as Marxism endeavors people to [imagine] everything and [project] it into the painting, causing them to experience both too little and too much in [their] contact with the work (Schapiro 1994, p. 138). Schapiro and his contemporaries are concerned with the nature of the work, not the beholders perception. Arts grandeur is in its presentation, which if misinterpreted bypasses the artists intentions, altering the state of art. Recurrent themes might be based on philosophy, but the concept of [the] metaphysical power of art remains a theoretical idea (Schapiro 1994, p. 139). It is irrelevant that there may exist a hidden message within the subject perceived. What is of consequence is rather what the object portrayed means to the artist. Projection and personal interpretation negates the fundamental aspect of the artists presence in the work, and metaphysical integration in interpretational method stints the potential of arts full meaning (Schapiro 1994, p 139). Marxism specifically denigrates the self in favor of the whole, therein detracting from art as a representation of the artist himself or herself. As a means of interpretation, Marxism is useless as the art becomes solely focused around the objective nature of the subject. Painters such as van Gogh and Monet did not popularize the impressionist movement because their objects were more true to reality than others of the age; they popularized the movement because their interpretations were revolutionary and unlike that of their contemporaries. In effect, all art becomes a piece from a self-portrait; the subject is turned to the spectator as a part of the artist, not an instrument of political ideology (Schapiro 1994, p. 140). Schapiro describes shoes as a recurrent theme in van Goghs paintings to solidify his argument. The focus of several paintings, van Goghs worn shoes are a portion of the self, a revealing theme (Schapiro 1994, p. 140). They do not signify the work ethic of a communist, nor does the weathered nature of the shoe imply the subject had anything to do with attaining an agrarian utopia. For van Gogh, the shoes were a memorable piece of his own life, a sacred relic (Schapiro 1994, p. 141). Paintings of the shoes were brilliant because of what they meant to van Gogh. The virtuosity of van Goghs style and presentation make him unique; shoes by themselves mean nothing without the artists rendering. What makes a painter unique is his or her ability to present him or herself, manifesting personality into unconventional objects in such a way that an audience can connect and relate to the emotion evoked. The object presented means nothing without the artists intimation. A shoe, for example, is mere ly a protective covering in the real world. It does not exist to testify to the greatness of Marxism and its superiority over other ideologies. In art, objects do not exist to signify metaphysical forms or ideas, but to serve the artists meanings. The efficacy with which an object portrays the artist is what makes it extraordinary. Theology is useless as an interpretive method of art history because of its constrictive nature on the purpose of art; Marxism is particularly inhibiting because of its emphasis on the nature of being and the individuals position in society. If a painter were to create a work solely to advertise Marxist doctrine, the artistic creation itself would be impeded. Practical aims, rules methods, [and] fixed notions of style hamper virtuosity and the artistic process (Schapiro 1994, p. 202). Schapiro continues, stating, the creation of art has rested on the activity of self-directed [people] who regard their work as a free expression of their natures (Schapiro 1994, p. 204). Ideologies are not naturally occurring in society as a whole; they are indoctrinated and therefore are alien concepts. Marxism is not a natural conclusion, but rather one that had to be indoctrinated into the bourgeois, who in turn had to give up their advantageous statuses in order to better society. Because Marxism is forced by nature, it cannot be a viable art method in Schapiros system of interpretation. Though Schapiros passion for the personal and physiognomic on behalf of the artist is commendable, it too easily dismisses the possibility that social ideology played a part in the artists choice of subjects (Schapiro 1994, p. 139). Marxism changed the way men and women viewed society, and hence altered individual perception. Empiricism, or the theory that all knowledge is based on experience, is a testament to artistic presentation. Theoretically speaking, van Gogh may have painted his shoes because he was an avowed Marxist and chose to present a commonplace object in a Marxist light. Those testifying otherwise can prove their points only by having known the artist themselves, or by proving through communications relayed by the artist suggesting the contrary. Marxism, like other ideologies, is not an impossible basis of inspiration. For example, the twentieth-century composer Dmitri Shostakovich chose to proclaim his disdain with Soviet Russia through music. Political ideologies suc h as Marxism are revolutionary because they alter perception and opinion. As an inspirational method, Marxism is very useful. Ideologies and social movements lend form and base to art; whether they positively or negatively affect an artist, ideologies are an inspirational basis for many works. Marxism does not necessarily diminish art as a form of self-portrait in inspirational form. It molds and manipulates the course of the art. Though it changes the direction of interpretation (possibly detracting from the artists meaning), it is feasible as part of the subject if determined to be a prevailing theme of the work in question. Schapiro describes the philosopher Martin Heidegger and his interpretation of a painting as an [illustration of] the nature of art as a disclosure of truth (Schapiro 1994, p. 135). Contrary to Schapiros contentions of arts theoretical metaphysical implications, Heidegger purports art is metaphysical in nature. The artist is therefore presenting the object from a different vantage. The nature of art is metaphysical in its individuality, so ideology is not to be dismissed as a viable method of art history. Marxism in particular has the capacity to be an effective method of art solely because of its paradigm shift in the concept of individuality. Marxism, like other ideologies, is an irrevocable aspect of society, especially in nineteenth century art. Society is part of what makes an artist individual; it is the lifeblood of creativity and influence. Movements such as impressionism are themselves fashioned by society and altered interpretations. Schapiros stance is that society is constraining and the ideologies of which it is comprised imperil [artistic] liberty (Schapiro 1994, p. 201). Marxism is only constraining, however, when applied to capitalist societies. It is impossible for a human being to be completely unbiased and unaffected by ideologies as every human being has some affiliation with a school of thought. Marxism has the ability to inspire just as much as it has the ability to constrict and limit artistic freedom. Though Heidegger may ignore what those shoes meant to van Gogh himself, he may have also suggested a new side of van Gogh, one that is revealed in a new light just as van Gogh presented shoes in a new light (Schapiro 1994, p. 147). Marxism further may serve as a basis of ideas and concepts. Schapiro himself admits, a disciplined classic style needs a source of ideas, a continuously renewed energy of concept ionotherwise [art] is a sterile routine (Schapiro 1994, p. 201). Ideology, by nature, is a set of conglomerated beliefs and observations. Why, then, does Schapiro assume it to such an inefficacy as a method of art history? Schapiros conclusions border on myopic as he fails to consider the possibility that ideologies can also serve as inspirations, as a possible source of ideas rather than the only source. All ideologies become constrictive if used exclusively. More constrictive on the artistic process is the elimination of ideology as a viable method; by consciously restraining interpretive vehicles, art is stinted and the liberty Schapiro so treasures becomes finite. As far as impressionism is concerned, Marxism is as effective as any other method of art history. The word impression refers to the objective, what the mind itself perceives. The very nature of impression is derived from the illusory rather than reality. Speculation, when observed within moderate means, is the purpose behind an object. Using an ideology such as Marxism does not impede interpretation so long as it is not used exclusively. Schapiro describes Heideggers speculative method as detracting and self-serving, purporting that he conjectures that his reader could imagine himself wearing [van Goghs] old leather shoes (Schapiro 1994, p. 149). The speculative approach to impressionism is its very basis. Had van Gogh intended to portray the shoes as part of his history, perhaps he would have painted himself wearing them. That he chose to focus on still life and not a self-portrait insinuates the possibility that van Gogh wanted to portray the shoes as open to outside interpretation as well. Marxist interpretations would not be indicative of useless method in the aforementioned perception so long as the interpretations outside the obvious are secondary in nature. To further his argument against ideologies such as Marxism as viable methods of art history, Schapiro addresses the opinions of French philosopher Denis Diderot. He describes Diderots preoccupation with freedom, considered in its inner and outer circumstances (Schapiro 1994, p. 201). If utilizing Marxism is a transgression on freedom, then it is a safe assumption to make that no artist will ever be free. All forms of thought are constrictions so long as they are regarded as limiting the abstract. Artistic production is reliant on the power of suggestion. The power to create is reliant on the power to envision, and the power to envision is subsequently dependent on the power of suggestion. Schapiro, however, takes Diderots stance that the artists inner freedom is the impulsive, unaccountable flow of the pencil an d brush, of images and ideas; verve, enthusiasm, spontaneity, and naturalness are its outward signs and without that flow, there is no authentic art (Schapiro 1994, p. 201). Marxism, therefore, would erstwhile be an obstacle in the artistic process. However, impulses are drawn from ideas, and spontaneity requires inspiration, both of which may be derived from ideologies. Schapiro supports this contention, writing that the conditions most favorable to the flow in art are not only a matter of temperament but are also social (Schapiro 1994, p. 201). Art history reveals that social ideologies such as Marxism are not only viable methods, they are also intrinsic in the creation of art. Diderot anticipated a dilemma of artists: they wish to be free creators, unconfined by any goal external to art but also wish to participate in the most advanced consciousness of their society and to influence it by their work (Schapiro 1994, p. 207). If ever there was an ideology that encapsulated total social involvement, it was Marxism. So if artists participate in the most advanced consciousness of their society, how can they be truly free by Schapiros standards? Is it because they have made a conscious decision? Their choices, however, are influenced by their desire to be a part of something larger. In effect, they are limited by their desires, which are concrete aims and goals. Marxisms all-encompassing doctrines are a reflection of scientific method, designed with multiple factors and social tenets in mind. Stephen Eisenman presents Marxism as a useful method of art in his Nineteenth Century Art, presenting evidence that certain critics consider the scholarly (scientific) method and subject matter [of art] perfectly merged (Eisenman 1994, p. 9). Marxism is based on a single concept: total egalitarianism. To serve that end, Marxism lists several factors and instructions. Art is similar, centered on a singular subject or theme. Different details delineate and instigate thought on the aforementioned subject, drawing further parallels between art and ideology. Eisenman furthers his contentions opposite that of Schapiro by stating outright how empiricism has dominated studies of nineteenth century art but has rarely been explicitly acknowledged as a methodology, whether inspirational or interpretive in nature (Eisenman 1994, p. 10). In defining true expression, many scholars reject the purist tyranny of abstract and absolutist systems such as those defined previously by Schapiro, insisting t hat art historians should be as flexible, various, and comprehensive as possible in their approaches, and be willing to consider anything from the history technology to the abiding mysteries of genius and psychology as potentially illuminating their ever more vast subject (Eisenman 1994, p. 10). Therefore, Eisenman counters critics who lambast ideologies as limiting, stating that by closing interpretive doors on art methods, one further inhibits the freedom of expression. Separating artists from society alienates the artist from humanity, therein isolating the artist as potentially self-deprecating. Diderots dilemma of the artist seeking to be creatively free and yet still a driving force of society is a paradoxical query answered by Eisenmans assertions in favor of Marxism. Eisenman supports the statement that art history itself, especially art history of the nineteenth century, has been significantly transformed by the prevailing attitudes of radical scholars; Marxist philosophy has played a signal role in overturning the formerly prevailing confidence that art history could be told as a straightforward, descriptive narrative independent of the interests, politics, gender, or ideology of artists, audiences, and critics (Eisenman 1994, p. 10). The aspects listed by Eisenman encapsulate what drives artists to create. Marx postulates that while humans by their nature as humans have senses and perceptions, these are rude and unformed in the absence of their specific development and cultivation, which only occurs historically (Eisenman 1994, p. 11). In the Marxist school of thought, Diderots emphasis on creative freedom still remains paramount to artistic creation. However, Marx stipulates that the abstract is only given form by prevailing attitudes of the day. Eisenman supports Marxism as a method of art, writing, all the senses are differently developed according to the nature of the particular society in which the person lives: a capitalist society in which the sense of having dominates is clearly different in its sensual or perceptual capacities from a feudal or Communist society which does not subscribe to the concept of private property (Eisenman 1994, p.11). Ultimately, art methods are only viable given the freedom of interpretation they allow. Marxism is viable because it promotes inspiration on part of the artist, as well as affording an observing art beholder a unique avenue of interpretation. The only caveat to employing ideology as a method of art is its constrictive nature. When applied exclusively, any single art method exudes glaring inefficacy in the face of constricted artistic freedom. However, the singling of any art method as a useless art method lends itself to the practice of restriction, defeating the requisite observation of creative freedom, whether the artist or the one perceiving art practices that freedom. Marxism, in turn, is just as useful an art method as any other ideology, so long as it is utilized as one possible perception among many. Marx argued, the cultivation of senseswhether in the form of art, music, or literaturein its turn plays a significant role in the historical unfolding of a society, and it is an untenable fact that history plays a part in shaping art, whether in the form of ideology or any other aspect of humanity (Eisenman 1994, p. 11).

The Narrator Merges with Ottilie in Porter’s Holiday :: Porter’s Holiday

The Narrator Merges with Ottilie in Porter’s Holiday â€Å"Ottilie, now silent, was doubled upon herself, slipping loosely on the edge of the seat. I caught hold of her stout belt with my free hand, and my fingers slipped between her clothes and bare flesh, ribbed and gaunt and dry against my knuckles. My sense of her realness, her humanity, this shattered being that was a woman, was so shocking to me that a howl as doglike and despairing as her own rose in me unuttered and died again, to be a perpetual ghost. Ottilie slanted her eyes and peered at me, and I gazed back. The knotted wrinkles of her face were grotesquely changed, she gave a choked little whimper, and suddenly she laughed out, a kind of yelp but unmistakably laughter, and clapped her hands for joy, the grinning mouth and suffering eyes turned to the sky.† (Page 434) This passage shows how the narrator finalizes her exile from the story by merging with Ottilie. The storyteller excludes herself throughout the tale by never being identified with a name or origin; she is in a state of â€Å"perpetual exile.† The narrator allies herself with Ottilie halfway through the story when she describes a filament connecting them â€Å"so that her life and mine were kin, even a part of each other† (427). Here, they become one so that the narrator and her personal life safely disappear from the story. Ottilie â€Å"doubled upon herself† represents the doubling of the two women. In the next sentence, the words â€Å"her† and â€Å"my† are used back-and-forth five times, almost as if one possessive pronoun could be exchanged for the other. In this sentence, the narrator’s fingers slip between Ottilie’s clothing and flesh, and thus their bodily contact merges the two physically. The following sentence describes Ottilie as a â€Å"shattered being,† perhaps because her new being is mixed with the narrator’s presence. The narrator never feels real in her own right, and it’s only when she senses the â€Å"realness† and â€Å"humanity† of Ottilie that she feels a breakthrough. However, she no longer has thoughts/feelings/sounds of her own; her reactionary howl is described as being Ottilitie’s as it rises unuttered and dies again. Therefore, the narrator finds her own identity when allied with Ottilie. She is hereafter described as a â€Å"perpetual ghost† because she no longer exists in and of herself, but in Ottilie.

Physical Beauty to Inner Beauty

We are human beings, we need both physical beauty and inner beauty. We are not angels to search only for inner beauty. Also we are not devils to search only for outer beauty. We have eyes, first of all we look at someone physical, but as the time goes by we know the real people whether having inner beauty or not. The three aspects i am going to discuss are respect, confidence and relationship. The three aspects i am going to discuss are respect, confidence and relationship. The are many different between physical beauty and inner beauty and the most important is respect.Inner beauty is responsible for providing the person with more respect and status in society. Also physical beauty play role but if you're not good with your soul then the outer beauty role remain for less period but if you are good at your soul then you are talked everywhere. We may find a good and charming looking person but unless he or she is not good at soul we can not play a relationship. The other different is to be in confidence. The physical will always attract because of the hormones in our bodies but I also think that people have different ideas of what they are attracted to.But today's society and cultures play a huge influence on what people should think is attractive but the people that today's society and culture call beautiful exhibit strong confidence in how they appear, so confidence will play role in it too. The last different is in relationship. When you meet someone for the first time, you will acknowledge their physical beauty first and then after you talk to him/her for quite some time you will acknowledge their inner beauty like their personality, their wit and etc.You might not agree with me on this case because some of you might say that inner beauty is the real beauty. But if you ask people around I bet they will say the same thing. The first trigger will be physical beauty. You can take e. g. from the story of Cinderella. Prince choose chooses Cinderella when he spott ed her with beautiful dress and make up nicely not with kitchen uniform, I wonder if the prince will even ask her dance if Cinderella's wear her apron.The outer beauty will always attract but the inner beauty is what will give relationship long evity. In conclusion, we can say inner beauty has higher meaning on how we look at what is attractive. We should be more interested in the inner beauty first before seeking what is on the outside because beauty open locked doors, many people look for external beauty and they forget about feelings but in the end when the beauty is over, the same doors will be closed

The Role Money Plays

Critical Text-Based Analysis Money plays a vital role in Bahamian society. Throughout the years our governments have placed our cultural identity at risk. They negotiated contracts and decisions based on our country’s financial circumstances. It is evident that our islands are truly â€Å"up for sale† but this can have drastic effects. As the years go by The Bahama Islands are being sold for the naturalness of what they are and are being transformed into something different.Nowadays, there are more aspects of American culture rather than Bahamian culture on display. If this continues our country will eventually succumb to the hands of its main financial provider, the United States. The Bahamas is too dependent on other societies and if we don’t change our mindsets our culture would be destroyed. Immigration has become a major issue in Bahamian society. Many migrants travel here searching for a better way of life. Their values and customs have greatly influenced o ur society.This was indicated by the author in paragraph three, â€Å"Abaco is called ‘Wcylef Jean Refuge’ after its new owner, the Haitian hip-hop superstar, while white Abaconians steam in lobster-red fury at the fact that their land could now be owned by a Haitian. † This agitated the natives of Abaco because their beloved island is now owned by a Haitian. In the Bahamas, Haitians are populating our islands in vast amounts and are influencing our culture. This has led to clashes among the societies which have caused a negative opinion of them. This evidence proves that our native culture is on decline and must be preserved.The Bahamas is known as a tourism country. Most of our income comes from the tourism industry. This has allowed our country to become a popular tourist destination. However the government constantly jeopardizes our main source of revenue. This was stated in paragraph 6, â€Å"Dead dolphins and whales beach daily like drowned slaves. † As a result of signing the Pipeline Contract, many tourists travelled to other countries due to the pollution of the ocean. This was emphasized in paragraph eight when he mentioned how Cuba took over as the number one tourist destination.In addition, Bahamians escaped to Cuba to avoid working under poor conditions at the amusement park and factories. This is quite ironic considering Bahamians love to travel to other countries for their amusement parks. The industry further declined when Junaknoo was abolished in 2015. It was no longer of tradition but of a trend. This was displayed in the twelfth paragraph, â€Å"A thoroughly diluted version on Junkanoo, Junkanoo Lite, is currently serving as the official mascot of the Miami Dolphins. † These instances show how our culture is constantly placed at risk.The writer used various rhetorical techniques to enhance his message. He used similes and euphemisms to give his piece appeal. In addition, the use of sarcasm and humor strengt hened his purpose. Our society is becoming a replica of America. We are adopting customs and policies that are not our own. As indicated by the author our nation is losing its identity. This produced serious consequences in the future which inhibited our growth as an independent nation. Our governments should not sacrifice our culture for money but endeavor to save this special gem.

Personality Traits Example

Personality Traits Example Personality Traits – Coursework Example 4 December Personality Traits My selection of traits presents a favorable picture ofmy personality and so does that of the three students who identified my personality traits. In fact, all of the three students have identified more positive traits in my personality than I myself have. They have not identified a single negative trait in my personality whereas I have identified many. Each of them has identified twenty positive traits in me whereas I have identified seventeen. Respectful is the most positive personality trait in me based on all the ratings. Shy is the most negative trait in my personality based on all the ratings. This type of evaluation of personality is not an objective means of assessment of an individual’s traits. The evaluating students may be influenced by group think. Even if they are asked to evaluate independently, they may not identify the same traits in me if they are asked to make the evaluation at two different times. Their evaluation of my personali ty traits is very much influenced by their latest interaction with me. People tend to forget the past and more remember the latest behavior of an individual. In addition to that, people often make biased evaluations about an individual that is either related to them or has been a friend or enemy to them in the past. However, when a personality trait is identified by three different people in the same individual, it means that the individual can be trusted to have that. However, such an evaluation should be verified by asking the same respondents to grade the same individual at different times.

Limits and Merits of Small sample surveys

Limits and Merits of Small sample surveys Introduction When conducting research, researchers normally use different methods of accumulating the data required for analysis. One of the commonly used methods of data collection is survey. Survey generally entails the process of gathering quantitative information concerning the particulars of a population.Advertising We will write a custom essay sample on Limits and Merits of Small sample surveys specifically for you for only $16.05 $11/page Learn More In most instances, the population is normally too large to have a survey conducted on the total items in the population (Stat Pac, 2011, p.1). Therefore, researchers normally opt using a sample survey to collect data and make inferences of the whole population based on it. A sample survey is therefore the survey conducted on the selected items of the total population. Sample surveys are in fact the preferred method of data collection because they are reliable as well as time and cost saving. By choosing sa mple survey as the method to collect and analyze data on the cultural values of the organization, Superb Consultants have made the right choice. Through the sample survey, Superb Consultants will be able to interview part of the employee population to gather information on the cultural values of the organization. However, their proposal of having the size of the sample size small is bound to bring a lot of controversy. This is because small sample surveys have both advantages and limitations. Advantages of small sample survey Having the size of the sample survey small has the following benefits. For one, the time taken to conduct the survey will be reduced. In this, the survey will be completed in the shortest time possible thus allowing time for analysis. Secondly, the cost of the research will be minimized (Math zone, 2011, p.1). The process of conducting surveys is normally expensive due to the materials required such as stationary and other data collection materials depending on the type of survey. In addition, a small sample survey will require less enumerators as well as a smaller team of supervisors thus cutting down on the cost. Limits of a small sample survey Despite the fact that the sample survey is representative of the total population, the total number of items surveyed should not be too small. This is because a small sample survey will have limitations especially when it comes to making inferences of the total population. To begin with, a small sample survey will not be a full representation of the total population thus leading to bias (Cortes et al, n.d, p. 1). This is because some of the items may be overlooked when designing the sample size thus omitting some of important items from the data. If this happens, the inferences made based on the small sample survey will not be a complete representation of the total population thus giving wrong inferences. For instance, in the case of Superb Consultants, they may end up interviewing more of the ne w employees who may have very little knowledge on the cultural values of the organization.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More There are also possibilities of having the survey repeated if the size of sample survey is small. This comes about when some of the respondents are uncooperative hence leading to less data collected. When the sample survey is adequate, such instances are rare since the data collected despite of the uncooperative respondents will be sufficient to make inferences. Conclusion Given the discussion on the limits and merits of small sample surveys, it can be concluded that large or adequate sample surveys are preferred. This is because of the limits that come in hand with small size sample surveys, which lead to wrong inference thus analysis. Therefore, the proposal of Superb Consultants is not efficient, as it will most likely lead to wrong conclusi ons being made on the cultural values of the organization. Reference List Cortes, C. Mohri, M. Riley, M., and Rostamizadeh, A. (n.d). Sample Selection Bias Correction Theory. Web. Math zone. (2011). Sample Survey and Advantages of Sampling. Web. Stat Pac. (2011). Survey Sampling Methods. Web.

Ban on Advertisement Aimed at Children

Parents all over the world treat their children as their number one priority, and they are often obsessed with the childs protection, be it from an illness, danger and even certain people. Despite all this protection, we allow our children to be allured into the wonderful world of advertising. From such an early age we are told by our parents dont talk to strangers. How is it that after 30 seconds of TV, associating products with our favourite characters or even glancing at a poster in the street, our children are instantly convinced by the strangers of the world of advertising? There are two types of products on which manufacturers are willing to spend millions of euros convincing children to demand that their parents buy them. The first is the massive and very powerful food and drinks industry. From a very early age children are bombarded with images of food and drink on TV, in newspapers and magazines, on the internet and even at the cinema in a technique known as product placement. I think it is wrong to advertise food and drink to children as they have not developed the skills necessary to judge whether these products contain too much salt or sugar or whether they can form part of a healthy and balanced diet. Also food and drinks should not be associated with popular programmes or cartoon characters. Supermarkets also adopt techniques such as placing sweets and chocolate near the checkout at childrens eye level so that they demand that their parents buy them, in a technique known as pester power. One of the major threats to our health is obesity, and childhood obesity is a growing problem in the western world. In addition a lot of the sugary drinks aimed at children damage growing teeth. Advertising of food and drinks aimed at children should be banned and parents should choose how to provide their children with a healthy diet and which treats they should occasionally be given. The second type of product aimed at children are aspirational goods such as toys, designer clothes, video games, mobile phones and other electronic goods. Once again I think there are major hidden dangers associated with this type of advertising. It is wrong that a child should associate success with the ownership of such must have goods. A child can suffer serious self esteem issues if he or she does not have the right phone or trainers, for example. The advertising also puts unnecessary pressure on parents, they may feel inadequate if they cannot afford to buy the products demanded by their kids. Some parents can even get into serious debt in order to buy the goods advertised. Once again I think that this type of advertising aimed at children should be banned. I believe children should be free of all advertising and manipulation, and to all the gold-digging business men who devote their lives to brainwashing our children to becoming slaves to these enterprises, Target the parent, not the seven-year old. If youre product is not good enough to allure a grown up, make something better! I believe most parents would agree that what advertising is doing to our children is wrong. We have the power to stop this and let our children grow up and be free of being left out or with an obesity problem until theyre old enough to make their own decisions. Lets all ban advertising aimed at children now.

Slavery During American Revolution Essay Example | Topics and Well Written Essays - 750 words

Slavery During American Revolution - Essay Example The Arawaks also provided food, gifts and water to Christopher Columbus and his crew upon arrival in the territories of America. All these humane care and concern as displayed by Arawaks to Columbus and his group were senseless in ensuring continued peace and freedom among the communities of the Arawaks. These events as faced by Arawaks marked the sad the beginning of the slavery and American Revolution. Derived from the meek nature of the Arawaks, Columbus and his group developed mechanisms and ideas of converting innocent and peasant community into their slaves (Zinn 1). In the reports of Zinn (1), Columbus and his group were pleased with the good bodies of the Arawaks and the fact that they lacked dread weapons earned Columbus and his group much confidence to pursue and subdue the Arawaks in their own land. Zinn (1) connotes Columbus saying, â€Å"They have no iron. They got spears made of cane†¦they would make fine servants†. Columbus and his group had well wedged iro n weapons, which they even witnessed, cut one of the Arawaks when he received the weapon from the Columbus by holding the sharp edge. Columbus was also coined arguing that the ignorance of the Arawaks is the reason as to why the cut themselves with the iron. Columbus and his group on realizing that Baham island s were rich in precious gold, he resorted to engage forced slavery in the extraction process of the gold (Zinn 1). In order to enhance the power of his crew, Columbus travelled back to Italy with elements of gold to convince king to add him some other personalities to help him utilize the Arawaks in mining of the gold. Zinn (1) confirms that Columbus used his boosted force to compel the miserable Arawaks work in the mines and obtain him gold under slavery. Much work with insufficient food led to suffocation of the Arawaks thus leading to their death in large numbers. According to Zinn (1), Columbus also seized and enslaved a population of Indians in the Caribbean Island after he recognized that they were equally non-brutal. The enslaved Indians worked in the gold rich mines to excavate gold that were later transported to Europe. Many Indian however faced death due to their stubbornness to the Europeans. Those who could not work as slaves harmed and killed. Zinn (1) also confirms that Columbus picked 500 strong men among the Indian and Arawak communities to load gold into the ships and journey to Europe. Some of the slaves boarded on the ships in the reports of Zinn (1) died on the way to adverse cold weather in the ocean. Those who managed to reach Spain were sold as slaves to the rich households in Spain. Indians were forcibly compelled to gather gold in the depleted gold mines. Failure to collect sufficient amount called for mistreatment. Zinn (1) further reports that, the massive murder was directed to the Arawaks who tried to rebel against the Europeans. In addition, Indian and Arawaks under imprisonment faced merciless hanging by the Spaniard armie s (Zinn 1). In the views of Zinn (1), Pizarro one of the successors of Columbus conceded vehement killing of Indians whom he considered as scarifies to his gods. Indians would resist the domination of the Europeans to convert them into slaves. Indians’ resistance made Europeans to advance numerous attacks against the Indians, which included destruction of crops and death of people and animals. Zinn (2) reports that the white settlers in Virginia indulged in large

Organizatinal Culture Profile Analysis of Imperator Slovakia Ltd Essay

Organizatinal Culture Profile Analysis of Imperator Slovakia Ltd - Essay Example Currently, Imperator manufactures 120 assorted brands. It has over 90 employees and the company continues to develop from time to time. It has maintained ISO standards since 2003. The company has been successful in the development and sale of different products around the world. Imperator has won numerous awards throughout the world and it continues to maintain high performance standards in the face of high level competition from brands from Russia and other parts of the world. The organizational vision is tied with the attainment of the best results on the international front. This is because Slovakia's location makes it a geo-strategic point. The writer of this article seeks to blend his role as a manager in the industry with the internal structures of Imperator. This paper will use organizational culture profile methodologies and tools to match the corporate systems and structures of Imperator Slovakia and how it impacts on the individual activities and capabilities of the writer and other individuals in the organization. The paper will use the models of O'Reilley et al as well as Cable and Judge. This will attempt to examine the linkages between the corporate view and the individual expectations of the company. Organizational Culture Profile Models O'Reilly et al identify that there are three core themes of organizational behavior (487). First of all, research into organizational behavior has renewed focus on person-situation constraints. In other words, organizational behavior is based on the relationship between the people of the organization and what they organizational rules, regulations and culture permit them to do or not to do at different points in time. The second emphasis is on the quantitative assessment of organizational culture. This implies that the organization uses a collective approach to identify the extent to which different features exist within an organization. This is done through the attribution of values or figures to various compone nts of organizations to ascertain the important structures that define and shape up an organization. Finally, there is the use of statistical methods to aggregate and provide definitive cultural features within organizations. In their journal, O'Reilly et al identified through longitudinal data, the components of organizational culture (487). This provided the dimensions within which different organizational cultures could be defined and predicted. This model is known as the Organizational Culture Profile (OCP). The OCP provides the fit of organizations and predicts organizational commitment and job satisfaction that exists within the organization. This paper will apply the OCP to Imperator and attempt to define the organizational culture and system. Cable and Judge on the other hand, defined the relationship between individual persons and the organizational culture or system (548). In their analysis, they identified that the person-organizational fit is important. And individuals a pply to organizations based on their personal qualities. These applicants are selected based on their unique personality and how well that personality fits into the organization (Cable and Judge 551). This paper will also use the P-O model of Imperator to define my

Thanks my old friend Essay Example | Topics and Well Written Essays - 1000 words

Thanks my old friend - Essay Example But I later learnt that patience is one of the best things required in attaining great things in life especially friendship. It was not until I had a chance to perform to my new friends in high school that I realized that I had a wonderful lesson. My high school friends were very supportive when they realized my great talent in playing piano. They applauded my great coordination skills that i meticulously used any time I played the piano. They said that I had a great skill that could take me to great places especially my outstanding ability of matching up my fingers, brain and the music. Certainly all these were due to my grand relationship with the piano. I believe piano contributed to my extraordinary performance in academic work. The piano training was the hardest lesson I ever had thus making other academic lessons easy to learn to comprehend. Music lessons have contributed to my larger vocabulary command because of the languages that most artists use in their performance. My abi lity to remember things has always increased perhaps because of the many songs I memorize. Additionally, piano lessons have made me gain wonderful discipline in the way i deal with any issue in life. Because of the challenging piano lessons I underwent, I have attained great discipline skills and patience which I have constantly applied in my academics as well as tackling daily life issues. I have been able to clearly listen to different kinds of sounds because of the constant use of different tones in music and I believe this has led to improvement of my hearing skills. I have great opportunities of performing in various functions such as birthday parties, high school and even... Piano lessons have made me gain wonderful discipline in the way I deal with any issue in life. Because of the challenging piano lessons I underwent, I have attained great discipline skills and patience which I have constantly applied in my academics as well as tackling daily life issues. I have been able to clearly listen to different kinds of sounds because of the constant use of different tones in music and I believe this has led to the improvement of my hearing skills. I have great opportunities of performing in various functions such as birthday parties, high school and even in the church. This has actually elevated my social status and made me feel great. Indeed my piano has introduced me to many things such as having new friends. I have been able to travel to many places in the name of performance and it has really been encouraging. I have enjoyed my relationship with the computer. It has been splendid and special. The piano and music have been there for me anytime I needed the m and our affiliation will certainly go far. Since nature gives us the chance to choose our friends, I think I made the best choice because I have never regretted. The piano has never stopped revealing to me some secrets of music anytime I perform and it has always remained loyal to me even when I almost lose hope in life. The piano has wonderfully cheered me up especially when I am upset thus making me feel special and improving my life. It has genuinely made me feel happy by supporting and entertaining me every time my spirit is down.

WRITE A PROFILE ON ONE OF YOUR FRIEND ON A SOCIAL NETWORK Essay

WRITE A PROFILE ON ONE OF YOUR FRIEND ON A SOCIAL NETWORK - Essay Example I think perhaps it is her lively character that serves the chief ground for her becoming a national motor club representative. Irina tells me this is not the kind of stuff she is into much but it motivates her to find out that majority of people appreciate the way she is. Of course, the club has still made her go through certain struggles due to human imperfections. Nevertheless, she acknowledges at heart this truth in nature and proceeds to earn more trust and respect so she can go about an increasingly remarkable performance every time. To this point, I could not help wondering how life would treat me if there is no such friend as Irina Ward with whom to share life’s topsy-turvy yet fulfilling quest for inner beauty. At 45, being a mother of four must have been a mundane task but Irina is the type who grows fondly in love with her kids and discovers in each of them a huge bundle of joy to keep her going at work and elsewhere. This is something which my friend would not tire or may not be kept from sharing to people within her circle of influence including myself. For Irina, the precious moments of living are not really worth too dear a cost to die for. In a child’s delightful eyewink or in plain yet eager hugs from her little ones, she knows and feels that love truly speaks to the soul to create the brightest of

A Biography of Kathleen Kenyon, the Renowned Biblical Archaeologist Research Paper

A Biography of Kathleen Kenyon, the Renowned Biblical Archaeologist - Research Paper Example In a recent, somewhat quirky biography, she is described as â€Å"a modest woman who had confidence in her own judgement, a kind woman who did not suffer fools easily, and a pioneer in her discipline who many found insufficiently ‘academic’. She was known for her love of dogs, pink gin, and digging.†1 Kathleen Kenyon was certainly unconventional by the standards of her Edwardian youth, and it is this determination to step aside from the restrictions of convention in her work as much as in her private life which made her such a significant contributor to the field of biblical archaeology. Birth, Education, and Youth It seems that from the moment of her birth, Kathleen Kenyon was destined to follow a career in the field of biblical archaeology. She was born on the 5th of January, 1906, as the eldest daughter of the eminent but rather shy biblical scholar, Sir Frederic Kenyon. The family was an ancient one, with lands in Shropshire; the Greek and Latin scholar Freder ic and his wife had a family home in Harrow-on- the-Hill near London.2 This was an academic household with many books and an expectation that all members of the family would take an interest in things to do with history and the Christian faith. Kathleen’s father went on to take up a post of a director of the British Museum in London, giving the family a connection with all the greatest treasures in British archaeological history. The young Kathleen and her younger sister, Nora, had a conventional upper class childhood with governesses coming to teach them at home at first, followed by attendance at exclusive girls’ schools: first a provincial one during the war, and then the highly academic Saint Paul’s Girls’ School where Greek and Latin were taught to prepare the students for entry into Oxford and Cambridge Universities.3 This was in many ways a charmed early life, so that, despite the events of the First World War, Kathleen Kenyon enjoyed an idyllic ch ildhood and access to some of the best education that money could buy. The moral and religious values of this family along with a tendency towards studious activities remained with Kathleen as she grew into adulthood, and she was a churchgoer throughout her later life. The schooling that Kathleen received and her own hard work at her studies ensured that she was accepted at Somerville College Oxford to study history. This was, as was typical at that time, a segregated institution which looked after the lodgings and welfare of its all-female student population, although students also attended mixed lectures across the whole of the university. The value of such a high status family upbringing was to prove critical in other ways also, because the young Kathleen came to know various eminent scholars and researchers through family connections. This key advantage led to her first experience of actual fieldwork, because she used these connections to get to know expedition leaders and acqui re junior positions on their trips. Excavations In her early twenties, Kathleen participated in an archaeological excavation in what was then Rhodesia (today’s Zimbabwe), and then became part of a team led by the renowned British archaeologists couple, Mortimer and Tessa Wheeler, which was excavating ancient Roman remains at St. Albans in the South of England. The man, Mortimer Wheeler, taught her his methods and became a mentor for her, guiding her to take up the latest scientific methods. This activity was broken off by the advent of the Second World War, in which Kathleen performed the duties as an administrator of the London Institute of Archaeology affiliated to the University of London; she also participated in volunteer activities with the Red Cross

You can choose the topic you want Essay Example | Topics and Well Written Essays - 1000 words

You can choose the topic you want - Essay Example stence is all about hope and since the dawn of human civilization on this planet, almost all the major religions of the world have either believed in or alluded to rebirth in one form or other. The early Christians do believed in rebirth and life after death and they carried on with this belief until the Middle Ages. The records of many important and influential church fathers like Origen establish beyond doubt that they believed in rebirth and reincarnation. Yet, by the advent of Renaissance, the Christianity dropped the beliefs about reincarnation from its doctrines and rituals. However, two major world religions that are Hinduism and Buddhism regard rebirth and reincarnation to be an essential part of their creed. Though there are many similarities between the Hindu and Buddhist theologies about rebirth, yet there also exist many marked differences between the way the two religions tend to elaborate on the concept and mechanism of rebirth. The fundamental similarity between the Hinduism and the Buddhist beliefs about life after death is that both of them believe in reincarnation or rebirth. Both Hinduism and Buddhism believe that death is not the end of life, but the extension of life into a second life that is a life after death. Thus, there exists nothing as death and the human beings continue to live after death by taking a second birth after death as some other personality, individual or life form. The Hindus believe that eventual goal of the human existence is to merge with the Brahma or the Supreme Being or God and before the attainment of this state; the human beings continue to pass on from one birth to other, from one state of existence to other and experience many births and deaths. As per Hinduism, every individual has to bear with countless and many experiences and has to live many lives before becoming one with the Divine. According to Buddhism, the eventual goal of human consciousness to attain Nirvana o r enlightenment and on its way to Nirvana,

A Biography of Kathleen Kenyon, the Renowned Biblical Archaeologist Research Paper

A Biography of Kathleen Kenyon, the Renowned Biblical Archaeologist - Research Paper Example In a recent, somewhat quirky biography, she is described as â€Å"a modest woman who had confidence in her own judgement, a kind woman who did not suffer fools easily, and a pioneer in her discipline who many found insufficiently ‘academic’. She was known for her love of dogs, pink gin, and digging.†1 Kathleen Kenyon was certainly unconventional by the standards of her Edwardian youth, and it is this determination to step aside from the restrictions of convention in her work as much as in her private life which made her such a significant contributor to the field of biblical archaeology. Birth, Education, and Youth It seems that from the moment of her birth, Kathleen Kenyon was destined to follow a career in the field of biblical archaeology. She was born on the 5th of January, 1906, as the eldest daughter of the eminent but rather shy biblical scholar, Sir Frederic Kenyon. The family was an ancient one, with lands in Shropshire; the Greek and Latin scholar Freder ic and his wife had a family home in Harrow-on- the-Hill near London.2 This was an academic household with many books and an expectation that all members of the family would take an interest in things to do with history and the Christian faith. Kathleen’s father went on to take up a post of a director of the British Museum in London, giving the family a connection with all the greatest treasures in British archaeological history. The young Kathleen and her younger sister, Nora, had a conventional upper class childhood with governesses coming to teach them at home at first, followed by attendance at exclusive girls’ schools: first a provincial one during the war, and then the highly academic Saint Paul’s Girls’ School where Greek and Latin were taught to prepare the students for entry into Oxford and Cambridge Universities.3 This was in many ways a charmed early life, so that, despite the events of the First World War, Kathleen Kenyon enjoyed an idyllic ch ildhood and access to some of the best education that money could buy. The moral and religious values of this family along with a tendency towards studious activities remained with Kathleen as she grew into adulthood, and she was a churchgoer throughout her later life. The schooling that Kathleen received and her own hard work at her studies ensured that she was accepted at Somerville College Oxford to study history. This was, as was typical at that time, a segregated institution which looked after the lodgings and welfare of its all-female student population, although students also attended mixed lectures across the whole of the university. The value of such a high status family upbringing was to prove critical in other ways also, because the young Kathleen came to know various eminent scholars and researchers through family connections. This key advantage led to her first experience of actual fieldwork, because she used these connections to get to know expedition leaders and acqui re junior positions on their trips. Excavations In her early twenties, Kathleen participated in an archaeological excavation in what was then Rhodesia (today’s Zimbabwe), and then became part of a team led by the renowned British archaeologists couple, Mortimer and Tessa Wheeler, which was excavating ancient Roman remains at St. Albans in the South of England. The man, Mortimer Wheeler, taught her his methods and became a mentor for her, guiding her to take up the latest scientific methods. This activity was broken off by the advent of the Second World War, in which Kathleen performed the duties as an administrator of the London Institute of Archaeology affiliated to the University of London; she also participated in volunteer activities with the Red Cross

Learning Disabilities Essay Example for Free

Learning Disabilities Essay Puzzling is the term teachers use to describe students with learning disabilities.   They tell us that these students look entirely normal, seem intelligent, carry on intelligent conversations – that they don’t appear to any different than other students. Yet these students have difficulty doing certain tasks – not all- in school.   Some have difficulty reading; others perform poorly in spelling; still others make frequent mistakes in math.   Teachers in many schools tell us that these students are very hard to teach – that they simply do not learn in the same ways or as easily as others their age.    They tell us that these students have special needs and are not easy to teach in large classes in which most other students perform reasonably well.   They tell us that modifying instruction so that these students can profit from teaching is an intricate process. Because of the heterogeneous nature of this group of children, the concept of specific learning disabilities has been hard to define or describe in few sentence or by a numerical score such as an IQ or by a decibel loss. Furthermore, because the field has been of interest to educators, psychologists, psychiatrists, neurophysiologists, pediatricians, ophthalmologists, optometrists, speech pathologists, and others, the problem has been viewed in each of those disciplines from different perspectives. Hence there is really the need for several definitions for learning disabilities and thus we can conclude that its definition is defined in â€Å"case to case† basis. Definition of Learning Disabilities Historically, the following terms were used to name children with Learning disabilities: ââ€"   perceptually handicapped ââ€"   brain injured ââ€"   neurologically impaired Then, there came two broad aspects of concern in defining and or identifying those children: biological etiology- â€Å"minimal brain dysfunction†, psychoneurological learning disorders. behavior – â€Å" developmental disparity in psychological processes†, developmental imbalance† The definition of learning disabilities in an educational term has derived its heritage from: ââ€"   neurology ââ€"   psychology ââ€"   speech pathology ââ€"   ophthalmology ââ€"  Ã‚   remedial reading      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Wiederholt (1984) has traced the history of Learning disability and has delineated three dimensions of disorders namely: (1) disorders of the spoken language studied primarily by neurologists and ophthalmologists such as; ââ€"   Samuel Kirk developed a test, the Illinois Test of Psycholinguistic Abilities, for use in describing language functioning and developing remedial programs. disorders of written language represented mostly by psychologists, speech pathologists, and educators such as; ââ€"   Grace Fernald established a clinic at UCLA where she perfected remedial reading and spelling techniques. disorders of perceptual and motor behaviors studied mostly by a number of disciplines such as; ââ€"   Goldstein, Werner and Strauss as pioneers of the field which listed the following behavioral characteristics that differentiated between those with and those without brain injuries: excessive motor activity, hyperactivity, awkwardness and consistently poor motor performance, erratic behavior, poor organization, high distractibility and faulty perceptions (like reversals) and ââ€"   Samuel Orton was a neurologist who believed that lack of cerebral dominance was a cause of language disorders. (In normal individual either the left or right side of the brain has dominance in controlling specific functions.) ââ€"  Ã‚  Ã‚   Cruickshank focused his efforts on the study of brain-injured children, specifically children with cerebral palsy. ââ€"   Getman, Marianne Frostig, Newell Kephart, and Ray Barsch focused on the correlation of perceptual disorders and developed remedial procedures ranging from optometric eye exercises, tracing and copying patterns, and differentiating figure from background in a puzzle, to making angels in the snow.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Today, there are various provinces in Canada that have established programs for learning disabilities which was instituted for example by ââ€"   The Ontario Ministry of Education ââ€"   Saskatchewan Department of Education ââ€"   Halifax Board of Education and ââ€"   Quebec Ministry of Education But the most widely used definitions is the one incorporated by the Learning Disabilities Association of Canada or LDAC (2002) which state that, the term â€Å"Learning Disabilities refer to a number of disorders which may affect the acquisition, organization, retention, understanding or use of verbal or nonverbal information. These disorders affect learning in individuals who otherwise demonstrate at least average abilities essential for thinking and/or reasoning. As such, learning disabilities are distinct from global intellectual deficiency. Learning disabilities result from impairments in one or more processes related to perceiving, thinking, remembering or learning. These include, but are not limited to: language processing; phonological processing; visual spatial processing; processing speed; memory and attention; and executive functions (e.g. planning and decision-making)†. Further, LDAC mentioned that learning disabilities range in severity and may interfere with the acquisition and use of one or more of the following: oral language (e.g. listening, speaking, understanding); reading (e.g. decoding, phonetic knowledge, word recognition, comprehension); written language (e.g. spelling and written expression); and mathematics (e.g. computation, problem solving). Further, the U.S. Department of Education regulation further states that a student has a specific learning disability if: the student does not achieve at the proper age and ability levels in one or more of several specific areas when provided with appropriate learning experiences; the student has a severe discrepancy between achievement and intellectual ability in one or more of these seven areas: (a) oral expression, (b) listening comprehension, (c) written expression, (d) basic reading skill, (e) reading comprehension, (f) mathematics calculation, and (g) mathematics reasoning. To summarize, all these definitions of learning disabilities, it includes the following major concepts: The individual has a disorder in one or more of the basic psychological processes.   Ã‚  Ã‚   (These processes refer to intrinsic prerequisite abilities, such as memory, auditory   Ã‚  Ã‚  Ã‚   perception, visual perception, oral language, and thinking.) The individual has difficulty in learning, specifically, in speaking, listening, writing, reading (word-recognition skills and comprehension), and mathematics (calculation and reasoning.) The problem is not primarily due to other causes, such as visual or hearing impairments; motor handicaps; mental retardation; emotional disturbance; or economic, environmental, or cultural disadvantage. A severe discrepancy exists between the student’s apparent potential for learning and   Ã‚  Ã‚  Ã‚   his or her low level of achievement.   In other words, there is evidence of   Ã‚  Ã‚  Ã‚   underachievement.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The various definitions of learning disabilities have several elements in common: neurological dysfunction uneven growth pattern difficulty in academic and learning tasks discrepancy between potential and achievement exclusion of other causes Identification of Learning Disabilities In identifying individuals with learning disabilities, the following common characteristics must be observed: ââ€"   Disorders of attention: Hyperactivity, distractibility, poor concentration ability, short attention span; ââ€"   Poor motor abilities: Poor fine and gross motor coordination, general awkwardness and clumsiness, spatial problems; ââ€"   Perceptual and information processing problems: Difficulty in discrimination of auditory and visual stimuli, auditory and visual closure, and sequencing; ââ€"   Oral language difficulties: Problems in listening, speaking, vocabulary, and linguistic competencies; ââ€"   Failure to develop and mobilize cognitive strategies for learning: Lack of organization, active learning set, metacognitive functions; ââ€"   Reading difficulties: Problems in decoding, basic reading skills, and reading comprehension; ââ€"   Written language difficulties: Problems in spelling, handwriting, and written composition; ââ€"   Mathematics difficulties: Difficulty in quantitative thinking, arithmetic, time, space, and calculation facts; and ââ€"   Inappropriate social behavior: Problems in social skills deficits, emotional problems, and establishing social relationships. There are also other practical classification schemes that are useful: (1) the academic learning disabilities ( reading, arithmetic, handwriting, spelling, and written expression) (2) the developmental learning disabilities: ( attention, memory, perceptual skills, thinking skills, and oral language skills) A somewhat more systematic way to look at characteristics of students with learning disabilities is to look at those factors referenced in screening devices.   The following outline reflects the types of difficulties often observed in learning disabled students: (1) significantly different classroom behaviors difficulty in beginning or finishing tasks difficulty in organizing inconsistent in behavior difficulty in peer relationships (2) significantly below-average performance in auditory comprehension and listening difficulty in following directions difficulty in comprehending or following class discussions inability to retain information received aurally difficulty in understanding or comprehending word meanings (3) significantly below-average performance in spoken language use of incomplete sentences or unusual number of grammatical errors use of immature or improper vocabulary or very limited vocabulary difficulty in recalling words for use in self-expression difficulty relating isolated facts, scattered ideas difficulty in relating ideas in logical sequence (4) significant academic problems difficulty in reading fluency difficulty in associating numbers with symbols incorrect ordering of letters in spelling confusion of manuscript and cursive writing avoidance of reading confusion of math concepts – addition, multiplication (5) orientation difficulties poor time concept, no grasp of meaning of time difficulty in â€Å"navigating† around building or school grounds poor understanding of relationships (big, little, far, close, under, on, near) inability to learn directions (north, south, left, right) motor disabilities or significant underdevelopment for age poor coordination very poor balance awkward, poorly developed manipulative or manual dexterity lack of rhythm in movements III. Intervention for Learning Disabilities. This knowledge of the characteristics of learning disabled students is one basis for intervention. Thus, we have seen that children with learning disabilities compose quite a diverse group.   It should be no surprise then to find that the teaching and strategies approaches designed to help those children are also quite a diverse. But it is possible to cluster the various approaches into three broad educational strategies: task training, in which the emphasis is on the sequencing and simplication of the task to be learned. ââ€"   Ysseldyke and Salvia (1984) have advanced tow theoretical models namely: (a) analyzing the child’s abilities and disabilities and (b) analyzing the task and the direct training of the terminal behavior or task. This view is supported by behavioral analysts who advocate (1) finding out what the child can and cannot do in a particular skill, (2) determining whether or not the child has the behaviors needed to succeed in the task, (3) defining the goals in observable terms, and (4) organizing a systemic remedial program using reinforcement techniques. The applied behavior analysts do not infer processes or abilities that underlie difficulties but rely solely on the child’s interactional history and the current behavior and environmental situation.   They feel that their approach, which is task oriented and observable, is the most parsimonious approach, and to some it is the only approach needed. ability or process training, in which the focus is on the remediation and simplification of the task to be learned. Quay (1983) discussed the relative efficacy of ability or process training.   He stated that three approaches to remediation have evolved: (1) remediating a disability so that learning will be facilitated at a later date, (2) training and ability or process for its own sake, and (3) direct training of the task.   He concludes that the direct instruction method (task training) should be tried first and then discarded in favor of other methods if direct instruction is not successful. ability – or process-task training, in which the first two approaches are combined and integrated into one remedial program. Raschke and Young (1986) support this approach.   They compared the behavior – analysis model with the diagnostic-prescriptive model. They state that neither approach alone has the answer and propose what they call a dialectic-teaching approach into one system. Essentially the model assesses the abilities and disabilities of the children (intraindividual diffences), makes task analyses of the skills to be learned, and prescribes remediation in the functions and skills to be developed. This dialectic system they maintain â€Å"permits the teacher to assess, program, instruct, and evaluate the child’s psycholinguistic characteristics in the same system as his skill competencies and consequential variables†. Hence, the task of developing a definition of learning disabilities proved to be a formidable challenge.   Indeed, defining this population is considered such an overwhelming task that some have likened learning disabilities to Justice Potter Stewart’s comment on pornography: impossible to define, â€Å"but I know it when I see it.† Thus, defining learning disabilities in a way acceptable to all has continued as a debatable issue since the inception of the field.   Although a number of definitions have been generated and used over the years, each has been judged by some to have some shortcomings.  Ã‚   There are many types of disabilities, each of which may require a unique diagnosis and a unique remedial method. POSITION PAPER   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The definitions of learning disabilities are numerous and so varied that it is difficult to present taxonomy or even a specific list of these different definitions.   The definition of learning disabilities is a problem in much of the nations throughout the world. This problem first came out when some parents in the United States became concerned because their children who were not learning in school were rejected from special education since they were not mentally retarded, deaf or blind, or otherwise handicapped.   Their children were called by various names such as; neurologically handicapped, brain-injured, aphasodic, dyslexic, and perceptually handicapped. In spite of its current widespread use, the term learning disability is vulnerable to misunderstanding and misuse. The condition is difficult to define operationally since the designation learning disability is an umbrella term for a variety of deviations that are not included in traditional categories of exceptional children. Also it has been confused with general learning problems that are common to some degree in most children. In addition, it has been misused to include educational retardation, which is found in slow learning children and in children who have not learned because of poor teaching or absence from school. Another vulnerability of the term comes from the difficulty in drawing an explicit line between normal and abnormal.   Some allowances must be made for biological and psychological diversity, and considerable variation in abilities is accepted as normal. So, the question now is, â€Å"If there are objections to the term learning disabilities, why use it?   Why not use some other term? Well and good, if a better term can be found.   Other terms are either too specific or too broad.   Dyslexia for example, only refers to severe reading disability and it is not the only learning disability.   Brain injury has little or no educational relevance.   Perceptual handicaps exclude children with language disorders. Hence, the label learning disability has evolved to encompass the heterogeneous group of children not fitting neatly into the traditional categories of handicapped children. And that, substantial number of children show retardation in learning to talk, do not acquire other communication skill, do not develop normal visual or auditory perception, or great difficulty in learning to read, to spell, to write, or to make arithmetic calculations. Some of them even, are not receptive to language but are not deaf, some are not able to perceive visually but are not blind, and some cannot learn by ordinary of method of instruction but are not mentally retarded. Although such children are from a heterogeneous group and fail to learn for diverse reasons, they have one thing in common: they do not perform as well in school as they could. Discussing the problem and the difficulties of names for these children, Kirk (1963) explained that sometimes classification labels block our thinking. He further stated that it is better to state that a child has not learned to read than to say the child is dyslexic. So he advised that the name should be functional.   He suggested further that since the parents were interested in service to their children, it might be preferable to use a term related to teaching or learning and that the term learning disability might be preferable over the currently used terms such as cerebral function and brain injured. The term learning disabilities were agreed by these parents and they consider it more appropriate since it implied teaching and learning and since they were interested primarily in service for their children. So, one of the major problems of definition is that a learning disability is not as obvious or homogenous as blindness or deafness. There are many types of disabilities, each of which may require a unique diagnosis and a remedial method may vary differently from another condition also termed a learning disability. It is no wonder that many students, teachers, and parents have become confused about the term learning disability and the characteristics of children so labeled. This confusion appears to be international and is illustrated by the remarks of a teacher who, in testifying to a government committee studying the subject (Learning Difficulties in Children and Adults, 1986), stated:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   I find myself asking the following questions:   What does the term â€Å"learning difficulty† mean?   Does the term â€Å"learning difficulty† mean the same as â€Å"learning disability†? How about the term â€Å"dysfunction†? What does the term â€Å"minimal brain dysfunction† mean? Do they all mean the same? Certainly, all these labels are not necessary, or are they? Does labeling a child with learning problems create more problems? It all becomes a bit confusing†¦The terminology changes often, varies from state to state and from country to country. Out of these definitions, came my own definition of learning disability: Learning disability describes a result rather than the cause of the learning disability.   Therefore, the conditions we call a learning disability is defined in terms of the student’s difficulties – what he can and cannot do in school – and focuses primarily on the academic performance.   So, one cannot be labeled as learning disabled if he has not yet started formal schooling as the label learning disabled indicates that a student is having unusual learning difficulties and involves speculations to possible causes, but it specifically indicates that the primary cause cannot be a condition such as mental retardation, hearing or visual impairment, and so on. Learning disabilities should be identified in the formal school context. Thus, preschoolers should not be labeled as learning disabled as growth rates are so unpredictable at young age,   In addition, very young children who appear to have problems may be identified under a noncategorical label, such as developmentally delayed.   For many children, learning disabilities first become apparent when they enter school and fail to acquire academic skills.   The failure often occurs in reading, but also happens in mathematics, writing, or other school subjects.   Among the behaviors frequently seen in the early elementary years are inability to attend and concentrate; poor motor skills, as evidenced in the awkward handling of a pencil and in poor writing; and difficulty in learning to read.  Ã‚  Ã‚  Ã‚   In the later elementary years, as the curriculum becomes more difficult, problems may emerge in other areas, such as social studies or science.   Emotional problems also become more of an impediment after several years of repeated failure, and students become more conscious of their poor achievement in comparison with that of their peers.   For some students, social problems and inability to make and keep friends increase in importance at this age level. A radical change in schooling occurs at the secondary level, and adolescents find that learning disabilities begin to take a greater toll.   The tougher demands of the junior and senior high school curriculum and teachers, the turmoil of adolescence, and the continued academic failure may combine to intensify the learning disability.   Adolescents are also concerned about life after completing school.   They may need counseling and guidance for college, career, and vocational decisions.   To worsen the situation, a few adolescents find themselves drawn into acts of juvenile delinquency.   Because adolescents tend to be overly sensitive, some emotional, social, and self-concept problems often accompany a learning disability at his age.   Most secondary schools now have programs for adolescents with learning disabilities. Many teachers in Canada suggested that we abolish the label learning disability, and merge it with the emotionally disturbed and the educable mentally retarded and only deal with the child from an instructional point of view by defining learning tasks so that they can be taught step by step.   I strongly opposed with this suggestion.   Though maybe it is possible for the child with severe learning disability, but this approach is not sufficient to mild learning disabilities students. This is one of the greatest sources of controversy about the identification issues. The question of how much academic and learning retardation is evidenced before an individual should be identified as learning disabled.   Aside from identifying children with learning disability, it is very important to judge the extent of a child’s learning disability as either mild or severe.   Determining the level of severity is helpful in placement and in planning teaching delivery.   I strongly suggest that students with mild learning disabilities should be given different remediation from those of students who have severe learning disabilities. At this point, it is very crucial to differentiate the two cases.   Mild learning disabilities describe the problems of many students.   Students with mild learning disabilities usually have a disability in just one or two areas of learning, and although they need supportive help and special teaching, they can probably get along – at least for part of the day – in the regular classroom. So, within the regular classroom, the regular teachers should often make changes in instruction that will benefit these students. On the other hand, students with sever learning disabilities pose a very different problem and they require quite different educational services.   These students are likely to lag significantly in several areas of learning and to have concomitant social, emotional, or behavioral problems.   They need the environment of a special classroom, should contact mainly with one teacher, and should be given special services for most of the day.   Because of the intensity of their problems, the special class should be given fewer students than the regular classroom.   I suggest the 1:3 teacher to student ratio is the best to maximize and hasten the remediation process.   However, students with severe learning disabilities can gradually be mainstreamed for special subjects or activities or placed in the resource room, or even back in the regular classroom as their progress permits.   Because of these definitions; teachers, guidance councilors, and other school personnel, play the biggest role in identifying, diagnosing, remediating or treating this kind of disability within the school context.   So any teaching/service delivery should best meet the requirements needed to serve properly learning disabled students within the regular classroom.   Hence, learning disabled students should be treated or given remediation within the given school context with the greatest help of the regular classroom teacher but the guidance of the learning disabilities specialist.   So, it is implied that each school should have a learning disabilities specialist. With this, a change in the administrative arrangements for the placement for instruction of children with learning disabilities is a must.  Ã‚   It is important to take note that in the past, the rapid growth of special education was in the direction of removing atypical children from the mainstream of regular classroom and placing them into special education programs. Even the regular education supported this movement which maybe because the responsibility of educating children with a variety of learning problems is transferred to the domain of special education, and that would really lighten the work load of regular teachers.  Ã‚   But that should not be the case and I do not support that movement. The trend should be reversed and all students with learning disabilities should be brought back into the regular classroom with the regular students and in the hands of the regular teacher with the help of the learning disabilities specialist.     Ã‚  A number of movements and researches support this claim. The influential movement that supports this claim is the REI or the regular education initiative led by Madeline Will, the director of special education in the U.S. Office of Special Education in 1986.   She stated that this initiative is designed to promote collaborative efforts among regular and special educators and â€Å"shared responsibility† (Will, 1986).   In this initiative, regular and special educators were encouraged to pool their talents and coordinate their efforts in planning and teaching.  Ã‚   I greatly support this initiative as the underlying premise of this concept is that student’s learning disabilities can be more successfully taught in the regular education classroom than in special education classes or resource room. By promoting the merging of special and regular education, the regular education initiative reflects a major change in the way students with learning disabilities are identified, assessed, and educated. The approach is supported by many special educators (Lloyd, Singh, Repp, 1991; Maheady Algozzine, 1991; Biklen Zollers, 1986; Greer, 1988; Reynolds, Wang Walberg, 1997).     Ã‚  A specific example is, more than fifty years ago, Samuel Kirk, in his presidential address to special educators, emphasized that all teachers (regular and special educators) have the responsibility for teaching learning disabled children.   Kirk implored that â€Å"every teacher †¦ is a teacher of learning disabled children† (Kirk, 1941).   He further wrote the following: Actually the education of exceptional children is not wholly the responsibility of any one group of teachers †¦. It is hoped that in the future all special class teachers will not only be responsible for the education of children in their classroom, but will take on the added responsibility of contributing their knowledge and special skill to the regular classroom teacher †¦ who (has0 many learning disabled children in (the) classroom. (Kirk, 1941) In 1968, Lloyd Dunn wrote an influential article about the benefits of having special educators work with regular teachers in serving learning disabled children (Dunn, 1968). Another view to change the administrative arrangement in special education is to group children with different disabilities together for instruction.   This categorical system in special education historically evolved as the field of special education developed.   Each category of disability (such as visual impairment, hearing impairment, mental retardation, orthopedic disabilities, speech disorders, emotional disturbance, and learning disabilities) became established individually over the years when there was sufficient interest in that particular area of exceptionality.   This concept emphasizes the common characteristics among students with disabilities and the common instructional methods for teaching students with various disabilities.   In this system, students with learning disabilities, behavior disorders, and mental retardation are often grouped together. Some parents and special educators are concerned that children with learning disabilities might be lost in the shuffle of this kind of placement, if such classes become a dumping ground for students with a variety of unrelated problems.   The resulting diversity of learning and behavior problems would impede teachers in helping students with learning disabilities. But this view is also opposed by a number of authors and has even provoked unusual levels of confusion, emotion, and debate within the special education community (Jehkins Pious, 2001).   Moreover, other special educators and parents, express concern regarding the regular education initiative movement and caution that more study is needed before making full-scale and far-reaching changes in procedures and policies that will affect the lives of students with learning disabilities (Lloyd et al., 1991; Journal of Learning Disabilities, 1988; Cannon, 1988; Kaufman, Gerber, Semmel, 1998; McKinney Hocutt, 1988, Lerner, 1997). But these opposing views have no substance and should be disregarded altogether.   Fuchs Fuchs (2000) have conducted research on the perceptions of and attitudes toward the regular education initiative among both regular and special educators.   These studies suggest that neither regular nor special education teachers are dissatisfied with the current special education delivery system.   In fact, the teachers favored the resource room model over the consultant model.   Many of the teachers saw no improvement in the achievement levels for either special or regular education students as a result of the regular education initiative reforms.   The success of the initiative depends on the support of regular and special teachers (Semmel, Abernathy, Butera, Lesar, 1991; Coates, 1989).   Moreover, the research prove that merely shifting the responsibility from the resource room teacher to the regular or a consultant is not enough to ensure the success of the reform. Hence, major policy changes in regular education profoundly affect students with learning disabilities.   Several recent national study commissions on the poor quality of schools serving the learning disabled students.   It is my fear that, most school’s pursuit for academic excellence standards will left behind students with learning disabilities – or they will be the losers.   Being unable to meet the educational standards set by the pursuit-of-excellence movement, some students with learning disabilities will be denied a high school diploma and thus be denied the opportunity to complete their schooling.   Further, if regular teachers are held accountable for the academic excellence of their students, they will be reluctant to accept the responsibility for hard-to-teach students.   Some special educators predict that the push for excellence may serve to widen the schism between regular and special education (Pugach Sapon-Shevin, 1997). Hence, it is my challenge to educators and healthcare professionals to undergo another education reform movement where school curriculum requirements for the learning disabled should be added to the current curriculum standards for the regular students. So in this recommendation for curriculum changes, a greater consideration should be given for the learning disabled students.   But this should be within the context of the regular education curriculum. This approach is same with the integration of regular and special education.   Some special educators also are now urging that the integration process should be taken much further – that the current special education system should be drastically restructured and that regular and special education should be merged into a single system (Kauffman Trent, 1991).   Such educators cite several reasons for changing the current system.   Special education, they maintain, is not effective when it occurs outside of the regular classroom.   In addition, the physical separation of students with disabilities is demeaning and degrades instruction.   These special educators maintain that integrated special education is more effective than separate programs. So the delivery options for teaching students with learning disabilities should also include regular classes and resource room classes.   This approach is concomitant to the observation that successful adults with disabilities have learned to function comfortably in society as it exists – an unrestricted environment composed of all people.   To promote experiences in the greater society, it must be ensured that, to the extent appropriate, students with disabilities should have experiences in school with regular (or non-special education) students. Since society includes the family, parents too should not be forgotten as an important element in the entire complex.   Parents are a vital component in the student’s education. These parents of children with learning disabilities need help in accepting their situation.   Mental health professionals should help make parents be aware that the problem must be faced both by the child and by other members of the family.   In addition to an honest acceptance of the disability, there must be recognition that improvement is often a slow process. So any approach concerning children with learning disability should establish healthy parental attitudes and ensure parent-teacher cooperation is of course, very necessary.   Parent support groups and family counseling are effective in assisting parents understand their children and their problems and in finding ways to help their children within the home.   In addition, parent-teacher conference can become a bridge between the home and school and can involve parents in the educational process. Learning disabilities is now at a crossroads, as it seems to have been throughout its thirty-year history.   Many innovative ideas are only in their beginning stages and will develop more fully in the years to come. The approach I suggested as discussed in this paper is one of those ideas.   It is very important for this approach that more students with learning disabilities are served through regular education.   In addition, there should be more collaboration between special and regular educators.   A consequence of all of these shifts is that the responsibilities of learning disabilities teachers will change to meet the new demands. References Bush, W., and Giles, M.(1979).   Aids to Psycholinguistic Teaching. Columbus,   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Ohio: Charles E. Merrill. Clements, S. (1986). Minimal Brain Dysfunction in Children.   Public Health   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Service Publications. Department of Health, Education, and Welfare:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Washington, D.C. Dunn, L.M. nad Smith J.O. (1987). Peabody Language Development Kits. Levels   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   P, I.II.III. Circle Pines, Minn.: American Guidance Service. Fernald, G.M. and Keller, H. (1971), â€Å"The Effect of Kinesthetic Factors in the   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Development of Word Recognition in the Case of Non –Readers.† Journal of   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Educational Research 4:355-357. Getman, G.H. (1985). â€Å"The Visuo-Motor Complex in the Acquisition of Learning   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Skills.† Learning Disorders, Volume 1. Seattle: Special Child Publications Gellingham,A. and Stillman B. (1986). Remedial Training for Children with   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Specific Disability in Reading, Spelling, and Penmanship, 5th ed. Cambridge,   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Mass: Educators Publishing Service. Hegge,T., Kirk,S. and Kirk, W.(1986). Remedial Reading Drills.   Ann Arbor,   Ã‚  Ã‚  Ã‚  Ã‚   Mich.: Geroge Wahr. Hirsch,E. (1983). â€Å"Training of Visualizing Ability by the Kinesthetic Method of   Ã‚  Ã‚  Ã‚  Ã‚   Teaching Reading.† Unpublished master’s thesis. University of Illinois. Karnes,M., Zehrbach, R. and Teska, J. (1984). â€Å"The Karnes Preschool Program;   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Rational Curricular Offerings and Follow up Data.   Report on Longitudinal   Ã‚  Ã‚     Ã‚  Evaluations of Preschool Programs, vol. 1: 95-108. Kirk, S.A. (1963).   â€Å"Behavioral Diagnosis and Remediation of Learning   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Disabilities.† In Proceedings of the Conference on Exploration into the   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Problems of the Perceptually Handicapped Child.   Chicago: Perceptually   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Handicapped Children. Kirk, S.A. and Elkins, J. (1985) â€Å"Characteristics of Children Enrolled in the Child   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Service Demonstration Centers.†Ã‚   Journal of Learning Disabilities 8: 630-637. Learning Difficulties in Children and Adults. (1986). Report of the House of   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Representatives Select Committee on Specific Learning Difficulties. Lombardi, T.P., and Lombardi, E.J. (1987).   ITPA: Clinical Interpretation and   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Remediation. Seattle: Special Child Publication. Minskoff, E.D., Wiseman, and Minskoff J. (1985). The MWM Program for   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Developing Language Abilities. Ridgefield, N.J.: Educational Performance   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Associates. Orton, S.J. (1978). â€Å"Specific Reading Disability – Strphosymbolia.† Journal of the   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   American Medical Association 90:1095-1099. Spalding, R.B.AND Spalding W.T. (1987). The Writing Road to Reading.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Morrow: New York. Strauss, A.A. and Lehtinen. (1987). Psychopathology and Education of the Brain-   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Injured Child, vol. II. New York: Grune and Stratton. Weiderholt, J.L (1984).†Historical Perspectives on the Education of the Learning   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Disabled.† In L. Mann and D.A. Sabitino, eds. The Third Review of Special   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Education.  Ã‚   Philadelphia: JSE Press.