Abraham Lincoln and Slavery Essay example -- Slavery Essays

Abraham Lincoln and Slavery Many Americans believe that Abraham Lincoln was the â€Å"Great Emancipator,† the sole individual who ended slavery, and the man who epitomizes freedom. In his brief presidential term, Lincoln dealt with an unstable nation, with the South seceding from the country and in brink of leaving permanently. The differing ideologies between the North and South about the economy and slavery quickly lead to civil war. It was now the duty of Lincoln to maintain the unity of the nation. Therefore, Lincoln is not the â€Å"Great Emancipator† because his primary goals throughout his presidency was always to maintain the unity of the nation and not achieve the emancipation of slaves. First of all, by looking at Lincoln’s road to the white house, one can see that Abraham Lincoln was a man undecided on the issue of slavery. He wisely used the issue of slavery to appeal to both the abolitionists and to Negrophobes, Northerners who were afraid of living side-by- side with Negroes and competing with them for jobs. For example, on July 10th of 1959, Lincoln gave a speech in Chicago, a primarily abolitionist town. Lincoln stated that inequality was unnecessary in this country. If all men were created equal then were should look past race, saying, â€Å"Let us discard all these things, and unite as one people throughout this land, until we shall once more stand up declaring that all men are created equal† (Hofstadter, pg. 148). On the other hand, Lincoln gave a speech in Charleston, on September 18, 1858, a primarily pro-slavery town and gave a totally contrary opinion. Lincoln stated that he is not, or has ever been, in favor of freeing slaves and giving them social equality. Lincoln stated... ... he gave conflicting beliefs about slavery to attain the necessary votes to elect him to office. Then, once the Civil War began, he was merely trying to preserve what was left of an unstable union. The true â€Å"Emancipators† of slavery lie in the grass roots people of that time, the abolitionists, Frederick Douglas, and the slaves themselves. The slaves earned their freedom. Lincoln was merely a man who let the events of his era determine his policy. â€Å"I claim not to have controlled events but confess plainly that events controlled me.† Bibliography: ï » ¿ Bibliography 1. John Majewski, History of the American Peoples: 1840-1920 (Dubuque: Kent/Hunt Publishing, 2001). 2. Richard Hofstadter, The American Political Tradition and the Men Who Made It (New York: Random House Publishing, 1973).

A Vast Improvement in Oneself

Many students today ask why they are so tired all the time. It also seems that people in college become more stressed out either because of grades or because of work. All people need to do is get the right amount of sleep, eating well, and exercise in order to feel better about themselves and feel good in general. This is not a short process. Most experts say that it takes about twelve weeks in order to see results. But, it is guaranteed that after that duration of time one will see a vast improvement in oneself. Sleep is something that most people take for granted. It is the one thing that people are willing to compromise even more then food or money. It is estimated that between 40 to 60 million Americans are sleep deprived. Different people can get by with different amounts of sleep. There are some that can survive the next day with only a few hours. Then there are always others who cannot be called after 9:00 because they need those good solid 10 hours. The average person actually needs anywhere from between 7-9 hours a night. Why does one need sleep? When human bodies do not get enough sleep they tend to lose strength, the immune system decreases, and there is an increase in blood pressure. As students, it can effect concentration, memory, logical reasoning, and ability to do math. Now that the problem is known here is how to fix it. Dr. Stanley Coren, a professor of psychology at the University of British Columbia, focuses on consistency. The body needs consistency. This can be fulfilled by simply going to bed at the same time every night and waking up at the same time every day. But, it is important to note that making up for lost sleep on the weekends is a big negative. It is preferable that if one likes to sleep on the weekends wake up at the same time Saturday and Sunday. When going to bed it should take about 15 to 20 minutes to fall asleep. If a half-hour has gone by and one still is not asleep one should get up and do something relaxing (i. e. take a warm bath, read, watch TV, etc. ). Rita Mattson, a Certified Personal Trainer and Stress Management Counselor, makes the suggestion of drinking warm milk before retiring to bed because milk contains a high dosage of L-tryptophan which is a natural sedative. Sleep is just as important as any other part of taking good care of ones self. Another key aspect is nutrition. Nutrition is the main thing that keeps the body working. So, if one wants to keep the body working at a certain pace it needs to be fed. But, one needs to know the right foods. Think of the body as a car. People drive cars every day and some people are fast drivers who like to go above the speed limit and others are slower. Nevertheless, all cars need gas sooner or later. So, the owner of the car takes the car to the gas station and now he needs to make a decision on which type of gas to put into the car. He knows that he cannot use diesel because his car cannot run on diesel gas. The choices are now unleaded, super unleaded, or supreme unleaded. Every car driver knows that the better quality of the gas the better the car drives and performs. Bodies are the same way. Know not to use â€Å"diesel. † But, when it comes to the other â€Å"gases† one has to think what does the â€Å"car† need to perform its best. For that reason, there is the nutrition pyramid to tell us what our bodies need the most and the least of. It is important to incorporate refined carbohydrates, proteins, vegetables, and fruit to ones diet everyday to ensure that the body works. The body also needs some sugar and fat. Today, people focus on â€Å"non-fat† foods. Sometimes these are not good for the body because in order to make something natural fat-free you have to put in chemicals to alter the original make up of the food. Chemicals are difficult for you body to digest therefore in a case like this it is best to go natural. Another reason that one needs to eat some fat and sugar is because this is what the body burns when you exercise. Exercise is what â€Å"separates the boys from the men. † In other words this is the number one thing that must be done to maintain a healthy body. First, one needs to know their body and what their body can endure. That depends on age, weight, and current level of fitness. The last factor determines how fast ones body burns fat. Second, figure the basal metabolism rate (BMR). The formula for that, according to Margaret Deutsch, is for adult males: weight in pounds times 12; for females: weight in pounds times 11. Also, for every 10 years older than 20 one should lower the result by 2%. Next, understand that different programs work for different people. People tend to go by the fad when it comes to picking an exercise program. Do some shopping around to see which exercise is not only fit for you but also is something that you will enjoy. Aerobic exercise is an example. Aerobic exercise is exercise, which essentially uses aerobic pathways to provide energy to the muscles involved. It is sometimes called a â€Å"endurance exercise† which means that the heart rate is raised to 70 to 85% of your age predicted Maximum Heart Rate (MHR), and held at that point for a uninterrupted 20 to 30 minutes. Another example is weight-bearing exercises. This includes picking up weights that are a portion of your body weight. To remain in shape one does not have to do a lot of it but one should do some. It is important in any type of exercising to avoid injury to the body from stretching before exercising to wearing the correct clothing. Civilization tends to be aware of the former but ignore the latter. Sports bras are a common example of women hypocritingly exercising and at the same time injuring the body. Skin and ligaments (elastic connective tissue) provide a delicate support frame for the breasts that can be damaged by too much bouncing and stretching. There are two types of sports bras: compression bras and encapsulation, harness-type bras. The first works better for smaller breasted women because of the fit and the second tends to work better for larger women. When choosing the correct one for you take into account: the fit, how much support it is giving for the exercise that is going to be done, fabric (does it absorb moisture well), seams and stitching to avoid chaffing, and mobility. After taking all these into account one can be assured that he is well prepared for the exercise routine. In conclusion, all the factors mentioned above can lead to a less stressful life. Sleep can help the body relax to deal with everyday pressure. People who eat a diet low in refined carbohydrates, sugar and caffeine, and high in whole grains, have shown a greater ability to cope with stress as in contrast to those who consume the opposite. Exercise, as well, is a way to release stress and tension (i. e. running, kickboxing, stair stepping, etc. ). If one keeps all the factors in mind a healthier happier life can be achieved.

Learning Disabilities Why Self esteem Essay

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

Probability of Randomly Choosing a Prime Number

Probability of Randomly Choosing a Prime Number Number theory is a branch of mathematics  that concerns itself with the set of integers. We restrict ourselves somewhat by doing this as we do not directly study other numbers, such as irrationals. However, other types of real numbers are used. In addition to this, the subject of probability has many connections and intersections with number theory. One of these connections has to do with the distribution of prime numbers. More specifically we may ask, what is the probability that a randomly chosen integer from 1 to x is a prime number? Assumptions and Definitions As with any mathematics problem, it is important to understand not only what assumptions are being made, but also the definitions of all of the key terms in the problem. For this problem we are considering the positive integers, meaning the whole numbers 1, 2, 3, . . . up to some number x. We are randomly choosing one of these numbers, meaning that all x of them are equally likely to be chosen. We are trying to determine the probability that a prime number is chosen. Thus we need to understand the definition of a prime number. A prime number is a positive integer that has exactly two factors. This means that the only divisors of prime numbers are one and the number itself. So 2,3 and 5 are primes, but 4, 8 and 12 are not prime. We note that because there must be two factors in a prime number, the number 1 is not prime. Solution  for Low Numbers The solution to this problem is straightforward for low numbers x. All that we need to do is simply count the numbers of primes that are less than or equal to x. We divide the number of primes less than or equal to x by the number x. For example, to find the probability that a prime is selected from 1 to 10 requires us to divide the number of primes from 1 to 10 by 10. The numbers 2, 3, 5, 7 are prime, so the probability that a prime is selected is 4/10 40%. The probability that a prime is selected from 1 to 50 can be found in a similar way. The primes that are less than 50 are: 2, 3, 5, 7, 11, 13, 17, 19, 23, 29, 31, 37, 41, 43 and 47. There are 15 primes less than or equal to 50. Thus the probability that a prime is selected at random is 15/50 30%. This process can be carried out by simply counting primes as long as we have a list of primes. For example, there are 25 primes less than or equal to 100. (Thus the probability that a randomly chosen number from 1 to 100 is prime is 25/100 25%.) However, if we do not have a list of primes, it could be computationally daunting to determine the set of prime numbers that are less than or equal to a given number x. The Prime Number Theorem If you do not have a count of the number of primes that are less than or equal to x, then there is an alternate way to solve this problem. The solution involves a mathematical result known as the prime number theorem. This is a statement about the overall distribution of the primes and can be used to approximate the probability that we are trying to determine. The prime number theorem states that there are approximately x / ln(x) prime numbers that are less than or equal to x. Here ln(x) denotes the natural logarithm of x, or in other words the logarithm with a base of the number e. As the value of x increases the approximation improves, in the sense that we see a decrease in the relative error between the number of primes less than x and the expression x / ln(x). Application of the Prime Number Theorem We can use the result of the prime number theorem to solve the problem we are trying to address. We know by the prime number theorem that there are approximately x / ln(x) prime numbers that are less than or equal to x. Furthermore, there are a total of x positive integers less than or equal to x. Therefore the probability that a randomly selected number in this range is prime is (x / ln(x) ) /x 1 / ln(x). Example We can now use this result to approximate the probability of randomly selecting a prime number out of the first billion integers. We calculate the natural logarithm of a billion and see that ln(1,000,000,000) is approximately 20.7 and 1/ln(1,000,000,000) is approximately 0.0483. Thus we have about a 4.83% probability of randomly choosing a prime number out of the first billion integers.

Verb Agreement

7 Classes of Noun/Verb Agreement 7 Classes of Noun/Verb Agreement 7 Classes of Noun/Verb Agreement By Mark Nichol Below youll find seven classes of noun/verb agreement you need to understand. 1. Indefinite Pronouns Most indefinite pronouns correspond to singular verbs: â€Å"Someone has left her plate on the table.† â€Å"Everybody is entitled to his or her opinion.† â€Å"Each boy is responsible for his actions.† To confirm, test for the proper verb form by writing a simple sentence in which is follows the pertinent pronoun: â€Å"Someone is missing† (not â€Å"Someone are missing†). The proper verb form for some indefinite pronouns depends on the reference: â€Å"All of the soup is gone. (Soup is a single entity.) â€Å"Some of the comments are favorable. (The comments are counted as separate entities.) The indefinite pronoun none can be singular or plural depending on the context: â€Å"None of the jewels are missing.† (None of the components of the whole entity in question are missing.) â€Å"None of the jewelry is missing.† (Not one part of the whole entity is missing.) 2. Conjunctive Phrases The simple conjunction and cannot necessarily be replaced by such phrases as â€Å"along with,† â€Å"as well as,† and â€Å"together with†: â€Å"The doe along with its fawns is resting in the meadow.† (This sentence is correct, however, if â€Å"along with its fawns† is inserted into the sentence â€Å"The doe is resting in the meadow,† which requires bracketing commas. The same is true of the other phrases.) 3. â€Å"Either/Or† and â€Å"Neither/Nor† Neither and either refer to two compared or associated objects as individual entities and are therefore usually employed with singular verbs: â€Å"Neither she nor I are ready for that.† â€Å"Either option will work for me.† Informally, however, an exception is made in such constructions as â€Å"Are either of you ready?† In â€Å"either/or† and â€Å"neither/nor† constructions with a mixture of singular and plural nouns, the verb form is determined by whether the closest noun is singular or plural: â€Å"Either the captain or one of the lieutenants are leading the patrol.† â€Å"Neither the students nor the teacher remembers hearing anything.† However, because the plural noun and the singular verb still clash in the second sentence despite their lack of proximity, it is advisable to construct the sentence so that the singular pronoun precedes the plural one: â€Å"Neither the teacher nor the students remember hearing anything.† 4. Positive and Negative Subjects in Combination A subject consisting of positive and negative sentiments that differ in singular and plural form should be followed by a verb that corresponds with the positive element: â€Å"The delivery of the speech, not its contents, is the issue.† As with â€Å"either/or† and â€Å"neither/nor† constructions, perhaps it is best to rearrange the sentence so that the singular noun is in proximity with the verb: â€Å"It is not the contents of the speech, but its delivery, that is at issue.† 5. Expletives In sentences beginning with such expletives as here and there, the actual subject, which follows the verb, determines the verb form: â€Å"There is a word for that.† â€Å"Here are several choices.† 6. Plural Nouns for Single Objects Plural nouns that name single objects, such as scissors and pants, are matched with plural verbs unless the phrase â€Å"pair of† precedes the noun; in that case, pair is the subject: â€Å"Scissors are dangerous.† â€Å"A pair of scissors is required for this activity.† Some other nouns ending in s are also singular in meaning: â€Å"The mumps is a disease you don’t hear much about anymore.† Meanwhile, others stand for a single thing but call for a plural verb: â€Å"Thanks are in order.† 7. Fractional Phrases Phrases referring to a mathematical portion may, depending on the context, be singular or plural: â€Å"A small percentage of the employees are opposed.† â€Å"A large percentage of the cargo was damaged.† â€Å"Three-fourths of the land is forested.† â€Å"One-third of the trees are oaks.† Numbers expressed as part of a mathematical operation are linked with a plural verb, but the outcome of a computation is expressed as a single entity: â€Å"Ten and six are added together to equal sixteen.† â€Å"Ten minus six is four.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:The Letter "Z" Will Be Removed from the English AlphabetWhen Is a Question Not a Question?

Psychology Essay Example | Topics and Well Written Essays - 1250 words - 11

Psychology - Essay Example Considering the argument brought forth by then article on then relationship between the hippocampus and the acquisition of independent memories, which do not rely on the hippocampus systems. It further questions the interference of the hippocampus with the retrieval of perfectly normal hippocampus dependent memory, which has been established in non-hippocampus systems. The authors go further to make working assumptions relating to disruption of memory that is not stored in hippocampus systems during the resumption of functionality by the hippocampus. This is backed with evidence from experiments on the temporary inhibition of the hippocampus, and the resulting inconclusive results on the outcome. The main aim of the article because of the experiments conducted is revealed that the loss of memory is affiliated failure in the establishment of a lasting fear memory. In order to prove its findings in relation to loss of memory and the hippocampus; the results of experiments conducted on animals are included and the inferences revealed. As a result, it is found that inactivation or loss of functionality of the hippocampus does not result in loss of memory, retrograde amnesia, the same way that the hippocampus can interfere with retrieval of memory. In order to arrive at their conclusions, the authors of the article conducted an experiment, and based it on what is already known to cause amnesia or failure in the retrieval of memory. As such, the sponsoring institution, University of Lethbridge, approved their experiment. The approval means that the experiment was done according to set guidelines in order to acquire accurate results for their hypothesis. With this in mind, the sample of animals used in the experiment involved the use of rats that were housed in a standard laboratory and facing all similar treatment and conditions. However, in the

Teenage Abortion Research Paper Example | Topics and Well Written Essays - 1500 words

Teenage Abortion - Research Paper Example In olden days, ancient people used natural abortion practices when cases involving health complications and emotional immaturity to save a mother’s life (Soranau’s Gynecology) (Bull.  Acad.  Natl.  Med.  171  (8):1027–32). In 21st century, with the increasing urbanization and industrialization, the number of girls, who visit the clinic for abortion, is extremely high. According to the National Abortion Organization, nearly one million teenagers become pregnant each year and 78 percent of these teenage pregnancies are unintended. A practice, which is used to save a mother’s life on olden days, is now became big concern as teenagers started thronging into the clinics because of unwanted pregnancies. There are several reasons behind girls choosing abortion. It is the responsibility of all educated to empower teenage girls to stay away from the activities that helps unwanted pregnancies. As teenagers who are carrying an unwanted pregnancy are visitin g clinics without any parental notification for abortion, empowering teenagers regarding the implications of unwanted pregnancy will prevent teenage abortions. Teen Abortion has always been most controversial subject in nature. I feel, this is attributable to the well known fact that majority of the people have got different set of beliefs that are inherited from the religion and society. Some people say teenage abortion is wrong but some enunciate it is right under some circumstances. As per the statistics of National Abortion Federation, 80 out of 100 Americans have sex before 20 years of age. The average age of a girl, who loses her virginity is around 17 years. This is the main reason behind the teen abortions in America. There are a very few cases where girls under 15 years of age become pregnant due to forceful sex and they will not have any option but to choose abortion. Teen abortion was legal in all states before 1991. The law in a