The Psychology Of Personality Psychology Essay

The Psychology Of Personality Psychology Essay Oprah Winfrey is one of the most influential black American women. She was born on January 29, 1954 in Kosciusko, Mississippi of USA. When she was young, she lived in a very poor surrounding with her grandparents despite her parents were separated. At the age of six, she moved to stay with her mother. Consequently, she was being sexually abuse and molested by male relatives and she endured the hardship. Right until she was fourteen, she moved again to stay with her father in Nashville Tennessee. Living with her father was not the hope she was looking for because that her father was loving and yet a real strict towards Oprah. She created conflict with her fathers high standards by dealing with drugs, rebellious behaviour and even lost a premature baby. She eventually settled down after being awarded with a University Scholarship. Although, her early years in life were filled with hardship, she still graduated as an honours student. Oprah graduated as a BA in Speech and Performing Arts from Tennessee State University. She was highly inspired by her fathers high standard to aim and achieve more from life. She began her career in the media industry and worked as a news anchor and reporter for television station in Nashville on the WTVF-TV station at the age of nineteen. She started to enjoy her work where she was able to be herself and express her own opinions and share her true feelings when she shifted to morning talk show AM Chicago at WLS-TV in Chicago. The show had become the number one ranked right after she started and it was renamed as The Oprah Winfrey Show after a year. Her show went on to become one of the highest ranked television talk show programs in history with twenty million American viewers every week. She had become famous by hosting her own show, which she really enjoyed that as her career (Fry). Section B A theory of human behaviour emphasizing the drive to overcome feelings of inferiority by compensation and the need to achieve personal goals that have value for society. Individual Psychology by Alfred Adler (Mifflin, 2007). Adlers theory talked about birth order and parenting style impact on personality in his assumptions of human nature. Oprah Winfrey was the only child in her family. According to Adlers theory, only child will tend not to lose primacy and power, besides, he or she will mature at early stage of life and may have certain issues in places where they are not the centre of attention. I believe that Oprah never loses her power based on Adlers theory in birth order, thats why she is able to build up herself again after all the hardships she has been through. But what about her parents parenting style? Basically, her parents were separated from each other and she had been put to a very poor environment with her grandparents when she was six. Thus, she was being neglected instead of pampering, in result, she received too little of attention from parents, and being sexually abuse and molested right until she was fourteen. She was able to endure all the hardships because she believed in her power, which I think the power comes from the nature of birth order that she had it. Upon staying with her father, she started to receive parental love for her father, although it was just single parents love, but I guess she would have been very grateful and appreciate the love. But her father was very strict as well, he had a very high standard for Oprah to aim and achieve more from life. Due to high standard, her behaviour had caused conflict with her fathers strict rules. But she eventually settled down everything after being awarded with a University Scholarship. She changed her wild behaviour because she knew she had a goal to accomplish from this university. As Adler said in his theory, behaviour may change throughout a persons life span in accordance with goals. According to Individual Psychology theory, life is a dynamic towards completion, perfection, superiority and mastery, which Adler is referring to human motivation as striving for superiority. Oprah acquired this human motivation from her own power and will, her fathers love and standard, and the scholarship. Striving for superiority is when one overcompensates for the feeling of inferiority and motivates the individual to seek for perfection and drive him or her to the goal for a total future (Mitchell). I believe that Oprahs striving for superiority is what makes her to be a very successful and talented television talk show host. But according to Adler, he said sometimes inferiority complex might happens as well, inferiority complex is defined as people couldnt overcome it and running away from the challenges, I bet this complex happened to Oprah when she was staying with the mother, which she was sexually abuse and molested. Due to unable to against, she developed inferiority compl ex and endured through all this suffer. Adler also described four different styles of life, which can be created by ourselves because we, human beings are non-deterministic and the life style is developed from the creative power of self (Luttrell, 2009). The four styles of life according to Adler are ruling, getting, avoiding and socially useful. Each of the styles is conceptualized in terms of degree of social interest and activity. I think that different people at different stages and environments in life might eventually shape their personalities based on Adlers styles of life. For instance, Oprah was given a very poor environment at the age of six, thus, she would be the getting type at that moment. She wanted to expect to be given everything she needed as a child, such as parents love, hugs, kisses or even being pampered. Unfortunate, she couldnt get it. In spite of that, she compensated her inferiority and developed superiority complex, thus, she has been shaped from getting type to socially useful type. Adler explained that socially useful type exhibits activity in the service of other and they always confront the life problems and endeavour to resolve them in a manner consistent with the needs of other individuals. Up until now, Oprah still belongs to this style of life; she has touched millions of lives in American and other countries. There are few of her achievements and deeds that really opened my eyes. She was the first black person that was being listed in Business Week as one of Americas top 50 most generous philanthropists (Manohar, 2010). She also invested $40 million in the making of Oprah Winfrey Leadership Academy for girls near Johannesburg in South Africa, which the project was started in January 2007. Even Nelson Mandela congratulated and applauded for her effort of overcoming her own disadvantaged youth to become a benefactor for the people. In my opinion, Alfred Adlers Individual Psychology theory has explained much for me to understand more about Oprah Winfreys background, development, accomplishments and so on. Besides, I would say Oprah Winfrey is a very resilient woman, believing in her own power and healthy striving for superiority to compensate all of her past. As Alder believed that healthy striving is for self-realization, in contributing to humanity, dealing with lifes problems, and in making the world a better place to live. Section C Alfred Adler talked about birth order and parenting style is impactful to the new born babys personality. According to Adler, the only child never loses primacy and power, mature in early stage of life and may have issue in places where they are not the centre of attention. I am the youngest in my family and I have two brothers and one sister, but I would consider myself as the only child. This is because; I had been staying just with my parents since I was 12 years old. My eldest brother pursued his career as a singer, my elder brother is a married man with wife and children and lastly my sister got married to faraway place from our hometown. I believe that Adlers explanation about birth order is reasonable, because Ive been holding up to these primacy and power in my life and I eventually getting mature than other people around my age. For example, I already started to question myself what and how should I end up in my later life, how can I contribute to my parents and Who Am I? Gu ess I found my answer when I was sixteen years old and these primacy and power eventually shaped who I am today. Next, I would classify my parents parenting style as pampering but somehow they are very strict, just like Oprah Winfreys father. So, they are not spoiling or over-protect me as a child. Adler proposed superiority complex and inferiority complex, which I think it happens to everyone at different stages of life. I had developed inferiority complex before when I was a pre-school student. I was discouraged by my teacher due to that I am a very playful child. In result, I tried to seek for acceptance by doing a lot of silly things, but my effort was never come to fruition. I dont have any friends at that time, not even one would be willing to come next to me, unless they want to borrow something. I was running away from any challenges at that time and I gradually withdrew from the community. Fortunately, I came to develop superiority complex when I was seven years old, which Adler mentioned it as striving for superiority. When we ought to have inferiority feelings, we tend to seek and compensate the awful feeling and we motivate ourselves to move away from inferiority and thus strive for superiority. I attended English primary school with multiracial students and teachers. This was the moment; I started to build up myself because I was highly encouraged by my new Indian and Malay friends and school teachers through well-organized co-curriculum in my school instead of being continuously discourage. As I continually to strive for superiority, my life style is developed from the creative power of the self, which Adler explained it as personality types. There are four types of personality, which are ruling, getting, avoiding and socially useful. I believe Adlers style of life will change from time to time and much dependable to the surrounding changes. During my childhood, I belonged to getting type personality because of my parents pampering parenting style. I always expect to be given everything that I need. After that, especially being put into a bad per-school, I guess I am slightly moving into avoiding type as I tried to avoid challenges, problems and withdrew from social interest and activity until I attended my primary school. As I grew older and moving into teen stage, I came to know myself better and I joined many church activities that helped me to find my identity and role. I eventually developed the socially useful personality type. Most of the church activities that I had participated were mostly charity and volunteer works, guess all these had shaped me to exhibit activity in the service of others. Thus, I am able to confront life tasks and attempt to resolve problems in a proper manner with the needs of other individuals. Although, I am a socially useful type right now, part of my getting type and avoiding type are still reside in me, ju st not that influential anymore. Here I am today, a leader for Famine 30 2010 camp in my own college with full of passion to help the poverty children all around the world.

Alternative Communication Intervention In Children Health And Social Care Essay

Alternative Communication Intervention In Children Health And Social Care Essay Children and youth who sustain a traumatic brain injury (TBI) and/or spinal cord injury (SCI) may have temporary or permanent disabilities that affect their speech, language and communication abilities. Having a way to communicate can help reduce a childs confusion and anxiety, as well as enable them to participate more actively in the rehabilitation process and thus, recover from their injuries. In addition, effective communication with family, care staff, peers, teachers and friends is essential to long-term recovery and positive outcomes as children with TBI and SCI are integrated back into their communities. This article describes how rehabilitation teams can use augmentative and alternative communication (AAC) and assistive technologies (AT) to support the communication of children recovering from TBI and SCI over time. 1. Introduction Children and youth who sustain a severe traumatic brain injury (TBI) and/or a spinal cord injury (SCI) often experience sequealae that can affect their ability to communicate effectively. In early phases of recovery, many children with TBI and SCI are unable to use their speech or gestures for a variety of medical reasons related to their injuries. As a result, they can benefit from augmentative and alternative communication (AAC) interventions that specifically address their ability to communicate basic needs and feelings to medical personnel and family members and ask and respond to questions. AAC approaches may include having access to a nurses call signal; strategies to establish a consistent yes no response; techniques that help a child eye point to simple messages; low-tech boards and books that encourage interaction with family members and staff; communication boards with pictures or words; and speech generating devices (SGDs) with preprogrammed messages, such as I hurt Come h ere, Help me please! Whens mom coming? As children with TBI and SCI recover from their injuries, many no longer will need AAC. However, some children face residual motor, speech, language and cognitive impairments that affect their ability to communicate face-to-face, write or use mainstream communication technologies (e.g., computers, email, phones, etc.). A few may require AAC and assistive technology (AT) throughout their lives. Having access to communication through AAC and AT enables these children to participate actively in the rehabilitation process and ultimately, in their families and communities. Without an ability to communicate effectively, children with TBI and SCI will face insurmountable barriers to education, employment, as well as establishing and maintaining relationships and taking on preferred social roles as adults. All AAC interventions aim to support a childs current communication needs while planning for the future (Beukelman and Mirenda, 2005). However, the course of AAC treatment for children who sustain TBIs and SCIs is different because of the nature of their injuries is different. In addition, the focus of AAC interventions will differ for very young children (e.g., shaken baby syndrome) who are just developing speech and language and for those who were literate and have some knowledge of the world prior to their injuries (e.g., 16 year-old involved injured in a motor vehicle accident). For young children, the AAC team will focus on developing their language, literacy, academic, emotional, and social skills, as well as ensuring that they have a way to communicate with family members and rehabilitation staff. For older children, AAC interventions build on residual skills and abilities to help remediate speech, language and communication impairments as well as provide compensatory strategi es that support face-to-face interactions and ultimately communication across distances (phone, email) with team members, family and friends. AAC intervention goals seek to promote a childs active participation in family, education, community and leisure activities and aim to support the establishment and maintenance of robust social networks (Blackstone, Williams, and Wilkins, 2007; Light and Drager, 2007; Smith, 2005). While a variety of AAC tools, strategies and techniques are available that offer communication access, successful AAC interventions for children with TBI and SCI also require that medical staff, family members and ultimately community personnel know how to support the use of AAC strategies and technologies because the needs of these children change over time. Speech-language pathologists, nurses, occupational therapists, physical therapists, physiatrists, pediatricians, and rehabilitation engineers work collaboratively with the childs family and community-based professionals to establish, maintain and update effective communication systems. Ultimately, the goal is for children to take on desired adult roles; AAC can help them realize these goals. 2. Pediatric TBI and AAC AAC intervention for pediatric patients with TBI and severe communication challenges is an essential, complex, ongoing and dynamic process. AAC is essential to support the unique communication needs of children who are unable to communicate effectively. It is complex because of the residual cognitive deficits that often persist and because many children with TBI have co-existing speech, language, visual, and motor control deficits (Fager and Karantounis, 2010; Fager and Beukelman, 2005). AAC interventions are ongoing and dynamic (Fager, Doyle, and Karantounis, 2007) because children with TBI experience many changes over time and undergo multiple transitions. Light et al. (1988) described the ongoing, three-year AAC intervention of an adolescent who progressed through several AAC systems and ultimately regained functional speech. DeRuyter and Donoghue (1989) described an individual who used many simple devices and a sophisticated AAC system over a seven month period. Additional report s describe the recovery of natural speech up to 13 years post onset (Jordan, 1994; Workinger and Netsell, 1992). 2.1. AAC Assessment and Intervention Assessment tools can help identify and describe the cognitive, language and motor deficits of patients with TBI and provide a framework for AAC interventions. The Pediatric Rancho Scale of Cognitive Functioning (adapted by staff at Denver Childrens Hospital in 1989) is based on the Ranchos Los Amigos Scale of Cognitive Functioning (Hagan, 1982). Table 1 describes general levels of recovery, based on the Pediatric Rancho Lost Amigos Scale, and gives examples of AAC intervention strategies that rehabilitation teams can employ across the levels as described below. Levels IV and V. AAC Goal: Shaping responses into communication In the early phase of recovery, pediatric patients at Levels IV and V on the Pediatric Rancho Scale are often in the PICU, the ICU, acute hospital or acute rehabilitation environment. At Level V (no response to stimuli) or Level IV (generalized response to stimuli) AAC interventions focus on identifying modalities that children can use to provide consistent and reliable responses. For example, staff can use simple switches (e.g., Jelly Bean ®, Big Red ® and Buddy Button from AbleNet), latch-timers (e.g., PowerLink ® from AbleNet) and single message devices (e.g. BIGmack ® and Step Communicator ® from AbleNet) to support early communication (see Table 1 for some examples). Because childrens early responses may be reflexive rather than intentional, the family and medical/rehabilitation team can also use AAC technologies to encourage more consistent responses. Families provide valuable input about the kinds of music, games and favorite toys a child finds motivating. The team c an then use these items to evoke physical responses from the child. For example, if the family identified the battery-operated toy Elmo ® from Sesame Street ®, the rehabilitation team might present Elmo singing a Sesame Street song and then observe to see if the childs responds. If the child begins to turn her head when Elmo ® sings, the team might attach a switch with a battery interrupter to the toy and ask the child to hit the button and play the Elmo ® song. In doing so, the team can learn several things. For example, the team may note that a child is able to follow commands, indicating cognitive recovery. The team may also begin to consider alternative access methods for children with severe physical impairments, i.e., head movement may become a reliable way to operate an AAC device or computer in the future. It is difficult to predict whether a child will recover natural speech during early stages of recovery. 2.2. Middle Levels II and III: AAC Goals: Increase ability to communicate with staff, family and friends and support active participation in treatment Pediatric patients at Levels III (localized response to sensory stimuli) and II (responsive to environment) become more engaged in their rehabilitation programs as they recover some cognitive, language and physical abilities. During this phase, long-term deficits that affect communication become apparent (e.g., dysarthria, apraxia, aphasia, attention, initiation, memory, vision, spasticity). Dongilli, Hakel, and Beukelman (1992) and Ladtkow and Culp (1992) also report natural speech recovery in adults after TBI at the middle stages of recovery. Continued reliance on AAC strategies and technologies is typically due to persistent motor speech and/or severe cognitive-language deficits resulting from the injury (Fager, Doyle, and Karantounis, 2007). AAC interventions at these levels focus on using a childs most consistent and reliable response to communicate messages, encourage active participation in the rehabilitation process and increase interactions with family and staff. AAC interventions always take into account the childs developmental level and interests. Table 1 gives some examples of AAC technologies employed during these Levels III and II. For example, Jessica was admitted to the hospital at 18-months with shaken baby syndrome. At Level II, she began responding to her parents by smiling and laughing and also began to manipulate toys with her non-paralyzed hand when staff placed a toy within her intact field of vision. However, she did not exhibit any speech or imitative vocal behaviors and her speech-language pathologist noted a severe verbal apraxia. Nursing staff and family members noted that Jessica seemed frustrated by her inability to express herself. Prior to her injury, she could name over 30 objects (toys, pet s, favorite cartoon characters) and was beginning to put two word sentences together (Momma bye-bye, Daddy home). AAC interventions included the introduction of a BIGmack ®, a single-message speech generating device (SGD) that enabled the staff and family members to record a message that Jessica could then speak during her daily activities(e.g., more, bye-bye, turn page). Because the BIGmack ® is a colorful, large and easy to access SGD, Jessica was able to press the button despite her upper extremity spasticity and significant visual field cut. Within a month, Jessica had progressed to using a MACAW by Zygo ®, an SGD with eight-location overlay that staff programmed with words she had used prior to her injury (e.g., mommy, daddy, more, bottle, book, bye-bye). Staff also designed additional overlays to encourage her language development by providing vocabulary that enabled her to construct two-word combinations (e.g., more crackers). Jessica began to express herself at a developmentally appropriate level, but she had residual memory deficits that required cuing and support from her communi cation partners. For example, initially, she did not recall how to use her AAC system from session to session so staff needed to reintroduce it each time. However, after several months, Jessica began to search for her SGD to communicate. Jessica, like many children with TBI at this level, was able to learn procedures and strategies with repetition and support (Ylvisaker and Feeney, 1998). 2.3. Level II and Level I. AAC Goals: Support transitions, recommend AAC strategies and technologies for use at home and in the community As pediatric patients transition from Level II (responsive to environment) to Level I (oriented to self and surroundings), they often move from an acute rehabilitation facility to an outpatient setting, home or a care facility. Thus, before discharge, AAC teams will conduct a formal AAC assessment and provide long-term recommendations for AAC strategies and technologies that can enable children to be integrated successfully back into community environments. Table 1 illustrates the types of AAC technologies and strategies employed at Levels II and I, as described below. For children who continue to use AAC and AT when they return to their communities, the rehabilitation team identifies a long-term communication advocate. This person, often a family member, becomes actively involved in AAC training and collaborates with rehabilitation staff to prepare the childs educational staff, extended family and other caregivers (Fager, 2003). Having a link between the rehabilitation team and community professionals is essential because most teachers and community-based clinicians have limited experience working with children with TBI and may need support to manage the cognitive and physical deficits often associated with TBI. For example, McKenzie, a 12 year-old with a severe TBI secondary to a car accident, was quadriplegic with severe spasticity and no upper extremity control. She also had cortical blindness and significant communication and cognitive impairments. As she recovered, McKenzie used a variety of AAC systems (e.g., thumbs up/down for yes no, two B IGmacks ® to communicate choices, and a scanning Cheap Talk by Enabling Devices with four messages to participate in structured activities). Prior to discharge, the rehabilitation team conducted a formal SGD evaluation and recommended the Vmax by DynaVox Mayer-Johnson, a voice output device. McKenzie was able to access the device via a head switch mounted to the side of the head rest on her wheelchair. Using auditory scanning, she could create and retrieve messages. Because she was literate prior to her injury and could still spell, the staff set up her device to include an alphabet page as well as several pages with pre-programmed messages containing basic/urgent care needs, jokes and social comments. Family and friends participated in her rehabilitation and learned to use tactile and verbal prompts to help her participate in conversational exchanges. Due to her residual cognitive deficits, however, McKenzie had difficulty initiating conversations and remembering where pre-stored messages were in her device. When prompted, she would respond and initiate questions and could engage in conversations over multiple turns. Over time, she began to participate in meaningful, social interactions, often spelling out two-three word novel phrases using her alphabet page While her parents were renovating their home to handle her wheelchair, McKenzie transitioned to a regional care facility that specialized in working with young people with TBI. The acute rehabilitation team identified McKenzies aunt as her AAC advocate because she had participated actively in earlier phases of McKenzies recovery, was proficient with the maintenance (charging, set-up and basic trouble-shooting) of the Vmax and could customize and program new messages into the system. The care facility staff met with McKenzies aunt weekly so they could learn how to support McKenzies use of the SGD. Specific training objectives included maintenance and basic trouble-shooting, set up, switch-placement and how to program new messages to use in specific and motivating activities. Staff learned how to modify the placement of her switch when McKenzie became fatigued or her spasticity increased. Additionally, McKenzies school staff (special education coordinator, speech-language pathologist, occupational therapist, and one of her regular classroom teachers) visited McKenzie at the rehabilitation and the care facilities to help prepare for her return home and learned how to support her in school, given her physical and cognitive limitations. 2.4. AAC themes in TBI When working with pediatric patients with TBI, three AAC themes emerge. 1. Recovery from TBI is dynamic and takes place over time. In early stages of recovery, most children with TBI have physical, speech, language and cognitive deficits that affect their communication skills. Depending on the nature and severity of their injuries, however, most recover functional speech, although some will have life-long residual speech, language and communication deficits. Acute rehabilitation teams can employ AAC interventions to support communication, as well as monitor the childs changing communication abilities and needs over time. 2. The cognitive-linguistic challenges associated with TBI make AAC interventions particularly challenging for rehabilitation staff, as well as for families, friends and school personnel. Because of the complex nature of the residual disabilities caused by TBI, collaborations among rehabilitation specialists, family members and community-based professionals are essential. Some children with TBI require AAC supports throughout their lives. Family members, friends and school personnel rarely know how to manage their severe memory, attention and/or initiation deficits that can affect long-term communication outcomes. 3. There is a need to plan carefully for transitions. Children with TBI will undergo many transitions. While research describing these transitions in children is not available, reports of the experiences of adults with TBI describe multiple transitions over time. Penna et al. (2010) noted that adults with TBI undergo a significant number of residence transitions particularly in the first year following injury and Fager (2003) described the different transitions (acute care hospital, outpatient rehabilitation, skilled nursing facility, home with adult daycare services, and eventually assisted living) for an adult with severe TBI experienced over a decade, documenting significant changes in his cognitive abilities, as well as his communication partners and support staff. Children with TBI are likely to experience even more transitions over their lifetimes. 3. Pediatric SCI and AAC Pediatric patients with SCI often have intact cognitive skills and severe physical disabilities that can interfere with their ability to speak. In addition, they often have significant medical complications and may be left with severe motor impairments that make it difficult, if not impossible, for them to write, access a computer or participate in the gaming, online and remote social networking activities embraced by todays youth (e.g., texting, email). A subgroup may also present with a concomitant TBI sustained as a result of the fall, car accident or other traumatic event that has changed their lives. For them, AAC treatment must reflect guidelines that take into account both SCI and TBI. As with TBI, the growth and development inherent in childhood and adolescence and the unique manifestations and complications associated with SCI require that management be both developmentally based and directed to the individuals special needs (Vogel, 1997). Initially, AAC interventions typically focus on ensuring face-to-face communication when speech is unavailable or very difficult; over the long term, however, enabling children to write and engage in educational, recreational and pre-vocational activities using computers and other mainstream technologies becomes the focus. 3.1. AAC Assessment and Intervention The ASIA standard neurological classification of SCI from the American Spinal Injury Association and International Medical Society of Paraplegia (2000) is a tool that rehabilitation teams frequently use to assess patients with SCI because it identifies the level of injury and associated deficits at each level. This can help guide the rehabilitation teams clinical decision-making process for AAC interventions. As shown in Table 2, children with high tetraplegia (C1-C4 SCI) have limited head control and are often ventilator dependent. They often require eye, head, and/or voice control of AAC devices and mainstream technologies to communicate. While switch scanning is an option for some, it requires higher-level cognitive abilities, endurance, and vigilance and may be inappropriate for very young children and those who are medically fragile (Wagner and Jackson, 2006; McCarthy et al., 2006; Peterson, Reichle, and Johnston, 2000; Horn and Jones, 1996). Children with low tetraplegia (C5-T1 SCI) demonstrate limited proximal and distal upper extremity control. If fitted with splints that support their arm and hand, some are able to use specially adapted mouse options (e.g., joystick mouse, switch-adapted mouse, trackball mouse), large button or light touch keyboards and switches to control technology. These children are also candidates for head tracking and voice control of AAC devices due to the fatigue and physical effort involved in using their upper extremities. For example, a multi-modal access method to AAC technology and computers may include voice control to dictate text, hand control of the cursor with an adaptive mouse to perform other computer functions (e.g., open programs), and an adaptive keyboard to correct errors that are generated while dictating text. This multi-modal approach can be more efficient and less frustrating than using voice control alone for these children. Table 2 provides examples of appropriate access options to AAC and mainstream techn ologies. 3.2. Supporting face-to-face communication For children with high tetraplegia, being dependent on mechanical ventilation is frightening especially when they are unable to tolerate a talking valve (Padman, Alexander, Thorogood, and Porth, 2003). Thus, providing these children with a way to communicate is essential to their recovery and sense of well-being. As children with lower levels of injury are weaned from a ventilator, they may experience reduced respiratory control and be unable to speak (Britton and Baarslag-Benson, 2007). Medical specialists can provide access to AAC strategies and technologies, which enable these children to communicate their wants, needs and feelings throughout the day. This allows them to interact with direct care staff, participate in their rehabilitation process, and maintain relationships with family and friends. Pediatric rehabilitation teams may use a range of AAC strategies and technologies to support face-to-face communication in children with SCI. Some examples include low tech communication boards used with eye gaze or eye pointing, partner-dependent scanning, an electro larynx with intra-oral adaptor, or laser light pointing to a target message or letter on a communication board (Britton and Baarslag-Benson, 2007; Beukelman and Mirenda, 2005). Introducing AAC and AT technologies early in the recovery process, particularly for children who demonstrate high tetraplegia, will also begin to familiarize them with approaches they may need to rely on extensively throughout their lives, even after speech returns. For example, Jared, a 17-year-old high school senior, sustained a SCI in a skiing accident at the C2 level. In addition to his injuries, he developed pneumonia and a severe coccyx wound during his hospitalization, which lengthened his hospital stay. He was unable to tolerate a one-way speaking valve due to the severity of his pneumonia and decreased oxygenation during valve trials. Although Jared had minimal head movement, he was able to control an AccuPointà ¢Ã¢â‚¬Å¾Ã‚ ¢ head tracker to access his home laptop computer and spell out messages he could then speak aloud using speech synthesis software. He used his AAC system to indicate his medical needs to caregivers and later reported that having the ability to communicate helped alleviate some of the anxiety he experienced due to his condition and extended hospitalization. After Jared recovered the ability to use a talking valve, his work with the AccuPointà ¢Ã¢â‚¬Å¾Ã‚ ¢ focused on computer access to meet written and social communi cation needs. Once his wound had healed, he was able to return home 11 months later. At that time, all of his classmates had graduated. Using the AccuPointà ¢Ã¢â‚¬Å¾Ã‚ ¢, Jared was able to complete his GED at home and enrolled in online classes at the local community college. 3.3. Supporting written communication and education At the time of their injury, some pediatric patients with SCI are pre-literate, others are developing literacy skills, and others have highly developed literacy skills. However, most children with tetraplegia will require the use of assistive technologies to support written communication because their injuries preclude them from using a pencil and/or typing on a traditional computer keyboard. In a report describing the educational participation of children with spinal cord injury, 89% of the children with tetraplegia relied on AAC to support written communication needs (Dudgeon, Massagli, and Ross, 1996). For example, Max, a 6 year-old boy who suffered a C6 SCI after an All Terrain Vehicle accident, was reading age-appropriate sight words and developing his ability to write single words prior to his injury. After the initial recovery period, formal testing revealed that Max had no residual cognitive or language impairments. However, he faced significant barriers not only to his continued development of age-appropriate reading and writing skills, but also to his ability to learn and do math, social studies, science, play games, use a cell phone, etc. Due to his tetraplegia, he needed ways to access text and write, calculate, draw and so on. Max learned to access a computer using a large button keyboard, joystick mouse, and adaptive hand-typers (cuffs with an attached stylus that fit on the ulnar side of the hand and allow the user to press the keys of a keyboard) to support writing activities and computer access. During rehabilitation, he was able to continue with his schoolwork by dev eloping the skills to use the technology and keep up with his classmates. He returned home during the summer and participated in an intense home tutoring program. By the fall, he was able to join his classmates and was able to perform at grade level in all classes. Essential to Maxs future educational success and development, as well as his future employment, may well depend on his ability to write, calculate and perhaps even draw using a variety of assistive technologies that support communication. 3.4. Support social participation and pre-vocational activities Access to assistive and mainstream technologies not only facilitates participation in education, but also has implications for future employment as these children transition into adulthood. Assistive and mainstream technologies are now available at modest cost that can help individuals with SCI to compensate for functional limitations, overcome barriers to employability, enhance technical capacities and computer utilization, and improve ability to compete for gainful employment In addition, these technologies also provide access to life-long learning, recreational activities and social networking activities. Specifically, computers are described as great equalizers for individuals with SCI to engage in employment opportunities and distant communication (McKinley, TewksBury, Sitter, Reed, and Floyd, 2004). Social participation in the current technological age includes more than face-to-face communication. Social participation has expanded with the popularity of social networking sites (e.g., Facebook à ¢Ã¢â‚¬Å¾Ã‚ ¢and MySpaceà ¢Ã¢â‚¬Å¾Ã‚ ¢), video web-based communication (e.g., Skypeà ¢Ã¢â‚¬Å¾Ã‚ ¢) and instant communication and messaging (e.g., Twitterà ¢Ã¢â‚¬Å¾Ã‚ ¢). Advances in the field of AAC have allowed individuals with the most severe injuries access computer technologies to engage in these social communication activities. For example, Crystal was a 10-year-old who sustained a C1 SCI due to a fall. Crystals injury left her with no head/neck control and her only consistent access method to computerized technology was through eye tracking. With an ERICA eye gaze system from DynaVox Mayer-Johnson, Crystal quickly became independent with computer access. She emailed and texted her friends and family daily, communicated via her Facebookà ¢Ã¢â‚¬Å¾Ã‚ ¢ account, and engaged in onli ne gaming programs with her friends and siblings. This technology allowed her to begin to communicate again with her school friends while she was still undergoing acute rehabilitation. Maintaining these social networks is an essential component to emotional adjustment children with SCI go through after sustaining a severe injury (Dudgeon, Massagli, and Ross, 1997). Additionally, Crystals friends began to understand that while her impairments were severe, she was essentially the same person with the same interests, humor, goals, and expectations as before her injury. 3.5. AT/AAC themes in SCI When working with pediatric patients with SCI, three AAC themes emerge. 1. For those with high tetraplegia, AAC may facilitate face-to-face as well as distant and written communication needs, depending on the developmental level of the child. Introducing AAC technology early, when face-to-face communication support is needed, helps the child become familiar with the technology they will need to rely on after natural speech has recovered. 2. Return to an educational environment is a primary goal with many children with tetraplegia returning to school within an average of 62 days post discharge (Sandford, Falk-Palec, and Spears, 1999). Development of written communication skills is an essential component to successful educational completion and future vocational opportunities (McKinley, Tewksbury, Sitter, Reed, and Floyd, 2004). 3. Introduction to methods of written and electronic communication provides an opportunity for patients with SCI to engage in social networks through email, texting, and social networking sites. As these children with severe physical disabilities face a life time of potential medical complications (Capoor and Stein, 2005), the ability to maintain and develop new social connections via electronic media allow them to stay connected during times when their medical conditions require them to be house or hospital-bound. 4. Conclusion Communication is essential for continued development of cognitive, language, social, and emotional skills. Children with TBI and SCI have physical and/or cognitive-language deficits that interfere with typical communication abilities. Their communication needs are supported through AAC strategies and technologies. A myriad of technology options are available that not only support face-to-face interactions, but equally important distant social networking and educational activities. AAC interventions in the medical setting that not only support communication of basic medical needs, but also facilitate engagement in social, educational, and pre-vocational activities will result in successful transition to home, school and community environments for these children.

Importance of Language in Richard Wrights Black Boy Essay -- Wright B

The Importance of Language in Black Boy        Ã‚  Ã‚  Ã‚   Richard Wright's novel Black Boy is not only a story about one man's struggle to find freedom and intellectual happiness, it is a story about his discovery of language's inherent strengths and weaknesses. And the ways in which its power can separate one soul from another and one class from another. Throughout the novel, he moves from fear to respect, to abuse, to fear of language in a cycle of education which might be likened to a tumultuous love affair.    From the very beginning of the novel we see young Richard realize the power of language when he follows his father's literal directions and kills a cat he has befriended(12). Although he knows that this is not really what his father wants him to do, following these directions explicitly temporarily gives him a sort of power over his father's wishes. At the same time it reveals a weakness in his father, ie., his lack of control over language gives him less power. Later, when Richard must defend himself against attackers who repeatedly try to steal his mother's money(21), he learns a new and symbolic lesson: Victory can come when one has money, words (the grocery list), and a big stick to defend one's self.    His next experience with language frightens him away from it. He becomes "blind with anger"(29) when he is forced to clean four letter words from places he has written them. He does not understand how, in his innocence, he could have misused something which had only done him good in the past. After this experience, Richard shies away from the use of powerful language for many years. In one scene he refuses to blot the ink from a stack of envelopes(36), fearing, perhaps, the power of the written word, and... ..., 1953, 457-8.   Rpt. in Modern American Literature. Vol. 3.   New York: Ungar, 1960, 417. McCall, Dan.   "The Bad Nigger."   The Example of Richard Wright.   New York: Harcourt, 1969.   Rpt. in Richard Wright's Black Boy: Modern Critical Interpretations.   New York: Chelsea House, 1988. McCall, Dan.   "Wright's American Hunger."   Appiah 259-268. Moss, Robert F.   "Caged Misery."   Saturday Review.   Jan. 21, 1978, 45-7.   Rpt. in Contemporary Literary Criticism. Vol. 14.   Detroit: Gale, 1980. Skerrett, Joseph T., Jr. "Wright and the Making of Black Boy." in Richard Wright's Black Boy:   Modern Critical Interpretations.   New York: Chelsea House, 1988. Stepto, Robert.   "Literacy and Ascent: Black Boy."   Appiah, 226-254. Thaddeus, Janice.   "The Metamorphosis of Black Boy."   Appiah 272-284. Wright, Richard.   Black Boy.   New York: Harper, 1944.    Importance of Language in Richard Wright's Black Boy Essay -- Wright B The Importance of Language in Black Boy        Ã‚  Ã‚  Ã‚   Richard Wright's novel Black Boy is not only a story about one man's struggle to find freedom and intellectual happiness, it is a story about his discovery of language's inherent strengths and weaknesses. And the ways in which its power can separate one soul from another and one class from another. Throughout the novel, he moves from fear to respect, to abuse, to fear of language in a cycle of education which might be likened to a tumultuous love affair.    From the very beginning of the novel we see young Richard realize the power of language when he follows his father's literal directions and kills a cat he has befriended(12). Although he knows that this is not really what his father wants him to do, following these directions explicitly temporarily gives him a sort of power over his father's wishes. At the same time it reveals a weakness in his father, ie., his lack of control over language gives him less power. Later, when Richard must defend himself against attackers who repeatedly try to steal his mother's money(21), he learns a new and symbolic lesson: Victory can come when one has money, words (the grocery list), and a big stick to defend one's self.    His next experience with language frightens him away from it. He becomes "blind with anger"(29) when he is forced to clean four letter words from places he has written them. He does not understand how, in his innocence, he could have misused something which had only done him good in the past. After this experience, Richard shies away from the use of powerful language for many years. In one scene he refuses to blot the ink from a stack of envelopes(36), fearing, perhaps, the power of the written word, and... ..., 1953, 457-8.   Rpt. in Modern American Literature. Vol. 3.   New York: Ungar, 1960, 417. McCall, Dan.   "The Bad Nigger."   The Example of Richard Wright.   New York: Harcourt, 1969.   Rpt. in Richard Wright's Black Boy: Modern Critical Interpretations.   New York: Chelsea House, 1988. McCall, Dan.   "Wright's American Hunger."   Appiah 259-268. Moss, Robert F.   "Caged Misery."   Saturday Review.   Jan. 21, 1978, 45-7.   Rpt. in Contemporary Literary Criticism. Vol. 14.   Detroit: Gale, 1980. Skerrett, Joseph T., Jr. "Wright and the Making of Black Boy." in Richard Wright's Black Boy:   Modern Critical Interpretations.   New York: Chelsea House, 1988. Stepto, Robert.   "Literacy and Ascent: Black Boy."   Appiah, 226-254. Thaddeus, Janice.   "The Metamorphosis of Black Boy."   Appiah 272-284. Wright, Richard.   Black Boy.   New York: Harper, 1944.   

Harriet Beecher Stowe and Uncle Tom’s Cabin Essay -- Uncle Toms Cabin

Harriet Beecher Stowe and Uncle Tom’s Cabin Harriet Beecher Stowe was born on June 14, 1811. Her father was Lyman Beecher, pastor of the Congregational Church in Harriet’s hometown of Litchfield, Connecticut. Harriet’s brother was Henry Ward Beecher who became pastor of Brooklyn’s Plymouth Church. The religious background of Harriet’s family and of New England taught Harriet several traits typical of a New Englander: theological insight, piety, and a desire to improve humanity (Columbia Electronic Library; â€Å"Biography of Harriet Beecher Stowe†). Harriet studied and assisted as a teacher at the Western Female Institute, a school in Hartford, Connecticut, that her sister Catherine had founded. Harriet moved with her father to Cincinnati, Ohio, as a result of her father’s religious appointment. Harriet’s career as a teacher ended when she married widower Calvin Stowe. Across the river from Cincinnati was Kentucky, where Calvin Stowe’s home was located. Kentucky was a slave state, and Harriet was able to experience firsthand the horrors of slavery. Also, Harriet’s new home with Stowe was a â€Å"station† along the â€Å"underground railroad†, and Harriet had even more experience and interaction with the slaves. Harriet had always been creative as a child, and she loved to write. Her anger toward slavery in addition with encouragement from her sister-in-law to â€Å"use her skills to aid the cause of abolition† (Wells) inspired Harriet to write Uncle Tom’s Cabin (Well s; University of Wisconsin – Milwaukee). Harriet began to write Uncle Tom’s Cabin as a serial, or an episodic story. These episodes were published in the National Era, a national newspaper in which Harriet had previously published several abolitionist serials. Harr... .../nj.essortment.com/biographyharrie_rthp.htm>. Columbia Electronic Encyclopedia. â€Å"Stowe, Harriet Beecher†. Date of Last Revision Unknown. 6 Jan 2002. . Mark, Mary. â€Å"Harriet Beecher Stowe†. Date of Last Revision Unknown. 5 Jan 2002. . Thornton, Tracey. â€Å"Between Rhetoric of Abolition and Feminism: Harriet Beecher Stowe’s Uncle Tom’s Cabin†. 1998. 8 Jan 2002. . University of Wisconsin – Milwaukee. â€Å"The Classic Text: Harriet Beecher Stowe†. 19 Nov 2001. 5 Jan 2002. . Wells, Kim. â€Å"Harriet Beecher Stowe†. 28 Aug 1999. 6 Jan 2002. .

Explaining Laws in Special Relativity :: Science Mathematics Papers

Explaining Laws in Special Relativity Wesley Salmon has suggested that the two leading views of scientific explanation, the â€Å"bottom-up† view and the â€Å"top-down† view, describe distinct types of explanation. In this paper, I focus on theoretical explanations in physics, i.e., explanations of physical laws. Using explanations of E=mc2, I argue that the distinction between bottom-up explanations (BUEs) and top-down explanations (BUEs) is best understood as a manifestation of a deeper distinction, found originally in Newton’s work, between two levels of theory. I use Einstein’s distinction between ‘principle’ and ‘constructive’ theories to argue that only lower level theories, i.e., ‘constructive’ theories, can yield BUEs. These explanations, furthermore, depend on higher level laws that receive only TDEs from a ‘principle’ theory. Thus, I conclude that Salmon’s challenge to characterize the relationship between the two types of explanation can be met only by recognizing the close relationship between types of theoretical explanation and the structure of physical theory. The two leading views of scientific explanation, Salmon’s â€Å"bottom-up† view and the Friedman-Kitcher â€Å"top-down† view, give what appear to be prima facie incompatible characterizations of scientific explanation. According to the bottom-up view, we explain a given phenomenon when we uncover the underlying causal mechanisms that are responsible for its occurrence. The top-down view, on the other hand, maintains that we explain a phenomenon by deriving it from the general principles or laws that best unify our knowledge. In this paper, I focus on theoretical explanations in physics, i.e., explanations of physical laws. I first show that, as Salmon suggests (1989, p. 180-182), it seems promising to treat these two approaches not so much as different views about explanation but rather as descriptions of two distinct types of scientific explanations; there are clear cases of laws that have bottom-up explanations (BUEs) while others receive only top-down exp lanations (TDEs). I then argue, using explanations of mass-energy equivalence in Special Relativity (SR), that this disparity (why should some laws receive only TDEs after all?) is best understood as a symptom of a deeper distinction, first introduced by Newton, between two levels of physical theory. At one level, there is the collection of general principles and definitions of physical terms, i.e., a theoretical framework, from which one derives general constraints for all physical processes. At a lower level, there are laws that identify and describe specific physical interactions like gravitation and electromagnetism.

World Life Ooo

Key events of World War 2 WW2 started September 1, 1939 and ended September 2, 1945 Leaders of the Allies were Joseph Stalin, Franklin D. Roosevelt and Winston Churchill Leaders of the Axis were Adolf Hitler, Emperor Hirohito and Benito Mussolini 1 September 1939 – Hitler invades Poland 3 September – Britain and France declare war on Germany September 5, 1939 – United States proclaims its neutrality September 10, 1939 – Canada declares war on Germany November 1939 – The Winter war begins. A military conflict between the Soviet Union and Finland) The Phoney War: The Phoney War of WW2 was period of limited military activity in Europe following the invasion of Poland in September 1939 and before the Battle of France in May 1940 March 12, 1940 -The Winter war ends. April 9, 1940 – Germany invades Denmark and Norway May 10, 1940 – Hitler launched Blitzkrieg against Belgium, France, Holland and Luxemburg May 15, 1940 – Holland surrend ers May 27, 1940 Evacuation of British and French forces to Britain at Dunkirk begins May 28, 1940 – Belgium surrendersJune 3, 1940 – More than 300,00 British Expeditionary Force evacuated from Dunkirk June 10, 1940 – Italy declares war on Britain and France June 10, 1940 – Norway surrenders Jun 14, 1940 – France signs Armistice agreement with Germany July 1, 1940 – Germany invades the British Channel Islands July 10, 1940 – The Battle of Britain begins August 23, 1940 – First German air raids on London August 25, 1940 – First British air raid on Berlin September 13, 1940 – Italy invades Egypt September 15, 1940 – Victory for the RAF in the Battle of Britain September 27, 1940 – Germany, Italy and Japan become AlliesOctober 28, 1940 – Italy invades Greece and Albania November 20, 1940 – Hungary and Romania joins the Axis March 7, 1941 – British forces arrive in Greece April 6, 19 41 – Germany invades Greece and Yugoslavia April 17, 1941 – Yugoslavia surrenders to Germany April 27, 1941 – Greece surrenders to Germany June 22, 1941 – Germany attacks Soviet Union as Operation Barbarossa begins July 31, 1941 – Instructions given by Hitler and Goring to prepare for the Final Solution. (The plan to murder the millions of European jews. September 15, 1941 The long German siege of Leningrad begins October 2, 1941 – Operation Typhoon begins and the Germans advance on Moscow 7 December, 1941 – Japan makes a surprise attack on the American naval base at Pearl Harbor in Hawaii. December 8, 1941 – The United States declares war on the Axis powers. January 26, 1942 – First American forces arrive in Great Britain June, 1942 – Mass murders of Jewish people at Auschwitz begins August 22nd – Brazil declares war on Germany and Italy October 23, 1942 – Battle of El Alamein beginsNovember 8, 1942 – Operation Torch begins (U. S. invasion of North Africa). February 2, 1943 – Surrender at Stalingrad marks Germany's first major defeat May 13, 1943 – German and Italian troops surrender in North Africa. September 8, 1943 – Italy surrenders to the Allies October 13, 1943 – Italy declares war on Germany January 27, 1944 – End of siege of Leningrad July 20, 1944 – German assassination attempt on Hitler fails August 15, 1944 – Operation Dragoon begins August 25, 1944 – Paris is liberated October 14, 1944 – Athens liberated. Rommel commits suicideNovember 4, 1944 – Greece is liberated December 16, 1944 – German attack through Ardennes – Battle of the Bulge begins January 1, 1945 – Germans withdraw from Ardennes April 30, 1945 – Adolph Hitler commits suicide May 8, 1945 – Victory in Europe. Germany surrenders. The war in Europe ends August 6: The United States drops atomic bo mb on Hiroshima (killed 80,000) August 8: Russia declares war on Japan August 9: The United States drops atomic bomb on Nagasaki in Japan (killed 70,000) August 14 : The Japanese surrender at the end of WW2 September 2, 1945 – WW2 officialy ends

Gender Dialectics Theory Essay

Gender refers to the social relationship/roles and responsibilities of men and women, the expectations held about the characteristics, aptitudes and likely behaviors of both women and men that are learned, change over time, and vary within and between cultures. We all have the desire to communicate, but because of the variances in gender, our communication styles vary as well. Here we will research and develop ideas on how gender dialects are different. More so often than not, men are associated with what seems to be a more direct, linear, uninterrupted, objective, and independent way of speaking. Men value independence, power, and accomplishments while communicating. When women speak it is associated with a tendency to speak in a questioning, circular, from the heart, and subjective manner. Women tend to value connection and relationships while communicating. This connects to report vs. rapport, men are externally focused and often view situations as issues to be resolved, and they talk to inform others. Women however, are internally focused and often talk as a way to connect and relate to others. By developing this theory we believe it will bring attention to the gender roles we are set to fulfill when communicating. It could break down those social constructs of how we are supposed to speak/interact. This theory could shed new light on how people communicate in a classroom, social groups, and professional settings. Overall we believe men and women communicate differently when communicating with the opposite sex than with the same sex.