Perspectives of Dyslexia

Perspectives of Dyslexia Historically, dyslexia has been explained by three contending perspectives: visual deficit, phonological deficit and cerebellar deficit. Discuss, with reference to Frith (1999), whether these deficit perspectives can be reconciled. This decisive essay will discuss the three contending perspectives of dyslexia and whether these deficit perspectives can be submissive according to Frith (1999). A definition of dyslexia would be outlined as well as a brief background on the three contending perspectives. Furthermore, Frith (1999) article would be discussed including a detailed explanation of Friths three levels of framework and the environmental, cognitive and biological aspects of it and also emphasizing the advantages and disadvantages of frith framework. In addition academic literature and journals will be implemented to sustain the understanding of dyslexia and the contending perspectives, thus making it effective visually. The term dyslexia involves difficulties in learning to read and write. But this is not the only form of difficulty that dyslexic people experience. Dyslexic people usually have difficulties with verbal and visual information. One common example can be learning the sounds of the letters of the alphabet, but this also can affect dyslexic people to learn and remember the names of many objects as well. Usually, dyslexic people have difficulty in learning phonological information in short term memory, any processing of verbal information will be difficult. Mental arithmetic is also another form of difficulty of dyslexia, mathematic can experience difficulties because of the coding that is required often in learning the symbols and functions of mathematics. Also directional confusion is also common in dyslexia; they find it hard to remember and recall left and right. The term ‘Dyslexia means much more in society today than two decades ago. Dyslexia was used to describe different outline of acquired dyslexia and been investigated for almost 100 years. There is a historic difference between the term Dyslexia and the ideas that follow it: ‘learning needs and ‘integration or the term ‘word blindness which was used first by Kussmaul (1877) to differentiate the particular type of speech difficulty which is caused by the left side of the brain controlling speech. Frith (1999) states The definition and explanation of dyslexia have long been problematic (p, 192). As a significant term, Dyslexia transpired rather recently in the history of special education. The history of Dyslexia still traces experiences of the ongoing progression into the present decade, on providing an idea of separate ‘special education for dyslexia pupil in development. The definition of dyslexia has changing according to the increase of knowledge and understanding over the years of debates on dyslexia. There have been many approaches in defining dyslexia, such as exclusion, discrepancy and identification of positive indicators. Frith (1999) stresses the definition of dyslexia Dyslexia can be defined as a neuro-developmental disorder with a biological origin and behavioural signs which extend far beyond problems with written language. At the cognitive level, putative causes of the behavioural signs and symptoms of the condition can be specified (p, 192). In the late 1970s, Uta frith changed from primarily visual theory to a phonological theory. Frith has investigated the cognitive phenotype, which is a difficulty in accessing internally characterize structure of words. In the cross-cultural European project, frith demonstrate that the brain basis of dyslexia in French, Italian and English is the same, although the expression of dyslexia in reading and spelling shows difference in the three countries. Uta Frith (1999) has presented an encouraging framework for thinking about the nature of developmental difficulties. Frith implied that there are three main contending perspectives on any particular developmental condition: a behavioural, cognitive and biological one. And also there are environmental factors that can have a part in the image of these contending perspectives. Friths biological and cognitive perspectives propose theoretical description that involves investigational substantiation, where else the behavioural perspectives lean to be less discussed and questioned because the behaviours can be directly experimental and analysed. The cognitive perspectives seem to describe the processes, which sort of explain how the biological and behavioural explanations plan on to each other. For example, if an area of the brain is damaged (biological perspective), the damaged area would be incapable to store new long-term memories (behavioural perspective) because the brain is unable to function the damaged area, and so it is not capable of transmitting new information from short-term to long-term areas (cognitive perspective). Friths framework highlights the theoretical explanations of dyslexia. Friths framework echoes the levels to which perspectives in psychology can be seen as rather opposite, differing and parallel. It is suggested that when discussing explanations of ‘abnormal development, it is immoral to think that biological and cognitive perspectives are challenging with each other or competing. In fact, it can be seen differently as cognitive and biological models can be complementary rather than contradictory. It is noticed that many description of dyslexia aim to a difficulty with several aspects of memory. This is because people with dyslexia have difficulty with tasks such as mental arithmetic, writing and reading and learning new information, this requires short-term memory processing in the brain. Yet still, these tasks have an additional quality in common, they hold a phonological component. This involves the processing of speech sounds in short term memory. So it is likely to suggest that the deficit in phonological processing may give an account of dyslexia. To be able to understand the impact of why phonological deficit have an effect on writing and reading, it is important to understanding how people with dyslexia naturally learn to read. It is still know clearly understood whether the phonological deficit is connected to the encoding or retrieval of phonological demonstration in memory. While there may be evidence that phonological processes difficulties in processing information in short-term memory, there is also an assumption that the way the information is corresponded to and stored in long-term memory could also further explicate the poor presentation of people with dyslexia on phonological activities. The phonological deficit it seen as a hypothesis, while it has a superior deal of experimental sustains, it is a theoretical hypothetical suggestion, and something that we dont know definitely exists. During the 1970s and 1980s visual deficit explanations were left behind; psychologists gradually adopted a phonological deficit model of dyslexia, debating that reading difficulties reflect on the key problems with language processing. Although the phonological deficit explanation is still widely researched and very popular, there has been a reappearance of attention in the idea that there may be a primary visual deficit that could explain difficulties in learning visual-phonological association. It would be misleading to assume either that visual-perceptual and phonological problems must be equally limited, or to believe that all people with specific reading difficulties are similar. The difference in the ‘clinical image of dyslexia (at either the behavioural or the cognitive level of Friths model) does not in fact rule out some common underlying ‘cause at the biological level. The difficult connection between biology and environment means that the same biological ‘problem can result in different cognitive and behavioural consequences for different people. It is suggest that people with reading difficulties fall into one of three subtypes, depending on the underlying cause of their problem: phonology group, (slow naming) rate group, double deficit group. Because the most common outline of action recommended for children with reading difficulties focuses on improving phonological awareness, support for different type of cognitive deficit in dyslexia is significant. If visual processing deficits do engage in recreating an imperative task, or if there are rate and double deficit subtypes, then training in phonological understanding alone would be i mprobable to address all reading difficulties. It is seen that the cognitive reason ‘explain various behavioural signs of dyslexia. Nevertheless, yet when engaged together, dyslexia cannot be explained completely, nor its inconsistency among individuals. As Frith implies, cognitive account taken in separation are incomplete; biological explanations should also be considered. There has also been awareness on turning to the potential task of the cerebellum in dyslexia. Cerebellum is very important for motor coordination and planning but also is now recognised to engage in a vital part in cognitive development, mainly in the ‘rote learning, for example being able to learning the alphabet and multiplication tables ‘of by heart. Referring to frith model, emphasise on the fact that variability at the behavioural or the cognitive level (e.g. phonological or visual problems) needs not to be taken out single primary source at the biological level. It is perfectly likely that microscopic differentiation in brain architecture could have dissimilar effects according to the exact brain areas affected. ‘Environment is frequently used to refer to only social or non-biological influences. Yet still, it actually also refers to the biological, cognitive and behavioural environments that people might be exposed to. Referring back to Friths framework, it can be recalled that the environment can be greatly involved in each deficit perspectives. An example of biological environmental influences is a dietary deficiency, such as inadequate use of fatty acids. It can be said that home environment can influence reading development, yet also school environments also can influence reading development of children with dyslexia. Like for example children are always in the process of being exposed to different methods of reading instructions and it is discussed and questioned that some instructional methods can in fact avoid reading difficulties.

Reinhold Niebuhr :: essays research papers fc

Reinhold Niebuhr Theologian, ethicist, and political analyst, Reinhold Niebuhr was a towering figure of twentieth﷓century religious thought. He is well known and is appreciated for many reasons among American theologians. Niebuhr had a very strong opinion and much to say when it came down to man and violence in regards to peace and war. Although he thought of himself as a preacher and social activist, the influence of his theological thought on the field of social ethics and on society made him a significant figure. Reinhold Niebuhr was born in Wright City, Missouri, on June 21, 1892 as the son of Gustav and Lydia Niebuhr. His father, Gustav was an immigrant from Germany and became an ordained minister of the German Evangelical Synod after graduating from Eden Seminary at St. Louis, the training school for ministers of the Deutsche Evangelical Synod of North America. His mother was a daughter of German Evangelical Synod missionary, Edward Hosto. Gustav and Lydia had four children, Hulda, Walter, Reinhold, and Helmut Richard (who is as famous as Reinhold in theological circles). Thus Reinhold grew up in a religious atmosphere in his parents’ parish of St. John in Lincoln, Illinois. His father considered himself as an American and a liberal. It is not surprising that Reinhold aspired to have such liberal values and follow in his father’s footsteps to Eden Seminary in 1912. With a strong impression from his father’s ministry, Reinhold, the favorite child of his father, decided to be a minister. By his decision, Reinhold studied in the Evangelical pro-seminar, Elmhurst College, near Chicago, which provided him with foundations of liberal arts and languages, from 1907 to 1910, and then he moved to Eden Seminary at St. Louis, following his father’s path. After graduating from Eden Seminary, he encountered a serious money problem because of his father’s sudden death in the spring of 1913. In the same year, Niebuhr became an ordained minister of the German Evangelical Synod. Then he attended Yale Divinity School with a scholarship and received a Bachelor of Divinity in 1914 and his final degree of Master of Arts from Yale University in 1915. His professional life began with the ministry. In 1915, the mission board of his denomination sent him to Detroit as pastor where he served for thirteen years. The congregation numbered sixty-five when he arrived and grew to nearly seven hundred when he left. His witness of working class life in his ministry with American automobile industry laborers in Detroit gave him a critical view of capitalism and made him an advocator of socialism concerning social and economic reality.

Bus210 Motivational Case Study Essay

I believe in the â€Å"Two Men and a Truck† case study, the motivational theory that Mrs. Sheets’ uses is the goal setting theory. Her initial goal was to help support her sons’ part-time jobs. She created a marketing campaign, although she may not have seen it as such, by designing the stick figure drawing that is still being used today in the company. As a single mother, she did not want to turn away the phone calls that continued to be received, even after her sons went away to college and therefore, she purchased an inexpensive truck and hired two workers to maintain the business operations. Mrs. Sheets expanded the company and set out a goal of being the most customer-friendly moving company. To assist with this goal, she arranged trainings for her employees, and franchisee employees, where they learn basic customer service tools and how to be a high-functioning team member. These tools include how to properly answer the phone and to always shake the customer’s hand when the work is completed. She also asks employees to complete a survey card so the organization can use the feedback as coaching opportunities. All of these tools helped Mrs. Sheets’ company become one of the most successful moving companies in the area. In the Siemens case study, the motivational theory that is described is Management by objectives. Mr. Kleinfield took over a Siemens unit in 1998 and immediately requested a change in work shifts, including working weekends. The employees were shocked by what was being requested but also recognized that due to a competitor, their jobs were in jeopardy from a lack of production. Mr. Kleinfield expressed an interest in the work being performed by being in the factory and asking questions related to the operations. This interest helped win over the employees and with the new schedules, production times were cut from six weeks to one. Although the employees did not know what was going on, Mr. Kleinfield recognized what the ultimate goal of the production facility was and put a plan into action as soon as he took it over to make it a success. By demonstrating this leadership, he ultimately was offered the CEO position, even though he never worked in any facility for very long, especially as a Consultant, but did have experience in every department that was associated with Siemens.

Thomas Hobbes And Nicholas Machiavelli Essay - 1481 Words

Thomas Hobbes and Nicholas Machiavelli embarked on the journey to create. Although depicted as nasty realists, closer reading into Machiavelli and Hobbes reveal the aspirations of idealists. Idealists who dared to imagine a different world, a world wherein man is not depraved and fallen — but is rather able to create. In effect, these idealist exalted man’s abilities rather than man’s depravity and banishment from the garden of eden. Machiavelli acknowledged that the practice of creating a political order in time meant only temporal glory is attainable, for fortuna will always win. Nonetheless, the heretical optimism of humanism created more problems than resolutions; creating stasis in chaos, time, change, creating a novel type of ethics, placing mankind in an objective position — namely, that of God’s —.Thomas Hobbes wrote during the English civil war. It appears to me that absolute claims to truth was the problem. Hobbes’ contempora ries were driven to kill because of absolute convictions, the solution is to create the skeptical man. A skeptical man with relative convictions is a governable, and more importantly, less likely to pick up a sword. Truth claims were Hobbes’ first casualty, as it is the conviction of absolutes which drove men to kill one another. The task Hobbes ventures into is extraordinary; to construct an argument for the absurdity or irrationally of the prevailing religious discourses! Hobbes nominalistic attack against language was the fiercest attackShow MoreRelated Political Philosophy Essays2485 Words   |  10 Pages they are still essential because they keep most citizens safe. So therefore, set laws, although essential, limit the free will of people no matter how sophisticated or organized they are. To support this, the theories and opinions of John Locke, Hobbes, Voltaire, and Plato will be presented. The first three of these philosophers lived at approximately the same time per iod and all support the essentiality of laws, although they limit free will. Plato lived much earlier but still has his own viewsRead MoreBranches of Philosophy8343 Words   |  34 Pages and its relation to various political systems[8]. In this period the crucial features of the philosophical method were established: a critical approach to received or established views, and the appeal to reason and argumentation. [pic] [pic] St. Thomas Aquinas [edit] Medieval philosophy (c. A.D. 500–c. 1350) Main article: Medieval philosophy Medieval philosophy is the philosophy of Western Europe and the Middle East during what is now known as the medieval era or the Middle Ages, roughly extendingRead Morehistory of philosophy5031 Words   |  21 Pagesmere logical argument at the beginning of the high medieval period was to follow Aristotelian demonstration by starting from effects and reasoning up to their causes. This took the form of the  cosmological argument, conventionally attributed to  St. Thomas Aquinas. The argument roughly is that everything that exists has a cause. But since there could not be an infinite chain of causes back into the past, there must have been an uncaused first cause. This is God. Aquinas also adapted this argument