Brain-Based Learning Theory Strategies for ADHD Thesis

Brain-Based Learning Theory Strategies for ADHD - Thesis Example The purpose of the interviews was to gain an understanding of brain-based learning theory strategies for ADHD learners from the perspective of those who have used the strategies. The results of the study indicate that educators are comfortable with brain-based learning theory strategies, but are ambivalent with respect to inclusive learning. The educators participating in this research indicate that inclusive teaching may not be the most appropriate brain-based learning theory strategy as it puts the focus on behavioral controls and thus deprives ADHD students of all of the resources that they require to overcome their learning disabilities or to cope effectively with their learning disabilities. The results of this study and implications for practice are discussed. A study of data collected from US national health household surveys from 2004-2006, demonstrated that 14% of children between the ages of 6 and 17 suffered from Attention Hyper-activity Disorder (ADHD) (Pastor & Reuben, 2008). Globally, ADHD ranges from between 4% and 12% among children between the ages of 6 and 12 (Brown, Freeman, Perrin, et al., 2001). ADHD has been associated with learning disabilities and emotional disorders suggesting that children suffering from ADHD have difficulties adjusting in social and academic environments (Brown, et al., 2001). It has therefore been suggested that ADHD can best be understood when looked at as a â€Å"neurobehavioral disability† (Brook & Boaz, 2005, p. 187). Thus, researchers have increasingly looked to neuroscience as a means of understanding and predicting the cognitive and emotional functions of children with ADHD (Nigg & Casey, 2005). Brain-based learning theorists suggests that understanding how the brain functions can produce effective strategies for teaching children with a number of learning disabilities (Geake, 2009). These theories are

Oedipus Tyrannus through Freuds eyes Essay Example for Free

Oedipus Tyrannus through Freuds eyes Essay Oedipus Tyrannus is deemed as Sophocless magnum opus and is undoubtedly the most famous of all Greek tragedies. Aristotle went to the extent of calling it a perfect play. It was first performed in around 425 b. c. , only just after a plague that had wreaked havoc on Athens, Oedipus Tyrannus was set in Thebes, a city which was also facing the same catastrophe. King Oedipus was informed by the Creon, the brother of Oedipuss wife, Jocasta that the city will remain a sufferer unless and until the slayer of the previous king is convicted. Oedipus promised to discover the killers identity and to prosecute him. Ignorant of the fact that he himself was the murderer, Oedipus unremittingly trailed the truth until he found his own guiltiness and blinded himself so he might never catch the sight of his father in the afterworld. A Freudian analysis of Sophocles Oedipus Rex (the King) would point out that Oedipus truly had an incestuous nature. This was exposed not only by Oedipus marriage to his own mother, by whom he had children, but also by his unreasonable preference for his daughters, Antigone and Ismene. While the attention he showed to his daughters was profound and braced with sexuality, he dismissed his sons as creatures who are able to look after themselves. Although he was unconsciously attracted to his daughters, he also had this fear in his mind that his daughters would become pariah and will be unable to marry. Freud thought that all the men since birth harbor not a natural repugnance to incest, but the contrary which is an instinctive sexual attraction to the mother. He says, â€Å"[The experiences of psychoanalysis] have taught . . that the first sexual impulses of the young are regularly of an incestuous nature† (Totem and Taboo, p. 160). He also emphasized that each male anchorage undecided feelings towards their fathers. But surely I must fear my mothers bed? (Oedipus Tyrannus, line 576) When Oedipus throws this question to his wife Jocasta, he is totally oblivious of the profundity of his words. The Messenger has just informed him about the murder of King Polybos of Corinth, Oedipus’ supposed father. Now free in his mind from the intimidation of Apollo’s foretell that he would kill his father, Oedipus here desires to validate with his wife that, as his hypothetical mother (the queen of Corinth) is still living, he must still look into that for fear that he sleep with her, as the oracle also foretold. But his words touch a more primary issue: Why is the forecast that he will sleep with his mother so horribly threatening and vile? Oedipus is actually calmed and contented about the natural death of his supposed father Polybos, as in his mind this frees him from the concern that he will someday kill his father. Freud had suggested an interesting explanation of the source of the taboos against incest and parent murder. In the primitive civilization, people lived in groups dominated by the most powerful male, the father, who hold a sexual monopoly over the group. When each of his sons grew to an age where he would challenge the fathers supremacy in order to get a part of the action, so to challenge, the fathers forced them to leave the group. After so many sons had been so treated like this, they resolute to cooperate in order to remove from power their father and get hold of the females, their mothers, for themselves. With their collective strength, they killed the fathers. In civilized society, Freud observed, proscription against such crimes go unsaid, but this is not evidence that we no longer harbor such wishes. The conscience of mankind which now appears as an inherited mental force was acquired in connection with the Oedipus complex. However, from Sophocles text, it would seem that Oedipus does everything in his power to avert these two crimes. Freud too examines the play from this vantage point although, under the novel concept of unconscious motivation, moral condemnation gives way. Freud’s perspective added another dimension to previous simplistic disputes as to whether an action was freely willed, and thus subject to moral injunction, or determined by fate. Freudian intentionality implied that there were actions which, though not intended (consciously), nevertheless were compulsive enactments of inner latent wishes (Hamilton 1993, p. 209).

Maria Theresa :: History

Maria Theresa Birth Date and Birth Place Maria Theresa, the eldest daughter of the Holy Roman Emperor Charles VI and Elizabeth Brunswick-Wolfenbà ¼ttel, was born in Vienna on May 13, 1717. Early Life When the only son of Charles VI died and left no heir to the throne, Charles furthered the Pragmatic Sanction. The Pragmatic Sanction is a royal act, which allowed a female to inherit the territories of the Habsburg. In 1736 Maria Theresa married Francis Stephen of Lorraine. The marriage of Maria to Francis was one of love, which was very unlike many in that time. The French strongly opposed the marriage of Lorraine lands to the Habsburg lands and demanded that he give up his ancestral rights of Lorraine for the succession of Tuscany. Schooling Maria Theresa did not have much schooling in politics, so when her father died on October 17, 1740, she was ill prepared. She had never had book-learned education and was only taught the proper etiquette and court manners that the ladies of her time learned. Family Maria Theresa and Francis Stephen had sixteen children, only ten of them survived. Maria loved her children very much, even though they were rebellious and often irritated her greatly. After they moved away she still kept in tight correspondence, and gave them wise advise. Her children became famous well-known people such as, the later Emperors Joseph II, Leopold II, and the later queen of France, Marie-Antoinette. Maria’s favorite out of all her many children was Maria Christina, who was the only one allowed to marry for love to Prince Albert of Saxony-Teschen, and was showered with vast gifts of money. Accomplishments Maria Theresa Accomplished many things during her reign, she established a strong army, centralized the administration of the government, and initiated reforms in agriculture and education. She approved drastic changes in universities, such as the introduction of textbooks. She also managed to hook the University of Vienna’s medical school with the public Health service. She tried to improve the lives of the peasants and put an end to the cruelty of the landlords, she tried to abolish serfdom in Bohemia but met opposition from her husband who was getting complaints from the lord-holders. Hardships After Charles VI died, the war he had tried so hard to prevent broke out after Maria inherited the throne. Besides having to deal with the war, Maria found that Charles had left the Habsburg territories in a dire state of disrepair, along with an empty treasury.

Article Review on the China Road for Peace

Zheng' Bijian is the current chairman of the China Reform Forum and until 2002 when he retired he was the executive Vice President of the Central Party School committee of the Communist Party of China (CPC).Zheng' Bijian was born in 1932 in Fushun which is in Sichuan province. Zheng' holds a masters in political economics from the People's University of China. Well known for his involvement in research, Zheng has been actively involved in research for the government as well as the Communist party of China (CPC). Zheng' became a personal secretary to Hu Yaobang who was the General Secretary then.Zheng' worked for CPC central committee as the publicity department deputy director between 1992 and 1997. Zheng has initiated major policy themes in china including the ‘Peaceful rise of China' which aims at developing China in a peaceful manner while incorporating Sino- European relations. He insisted that China needed to yield peaceful international relations even as it relied on its own strength for development.The foreign policies center The 48 Group Club is an independent network formed in early 1950s which promotes business links with China. It was formed after the first westerners commonly known as the icebreakers formed successful trade relations with China. 48 Group Club currently has over three hundred members in form of political leaders and businesses.The group networks events mostly related to advancement business to interested institutions and managers. Most organizations that participate are those leading in the development of China Business for British Organizations.The group is known to hold talks and business related conferences aimed at improving business relations and activities. 48 Group Club holds lectures which allow senior business official and government official alike to exchange views and discuss important issues. The group also holds receptions for visiting delegates to china and those from the private sector during their stay.Zhengâ₠¬â„¢s speech.The road for peaceful rise encompasses ten points that are meant to assist China evolves into a world power through development and civilization as it maintains peace in China as well as the rest of the world. Building international relationships is key during the process. They intend to build friendships with other countries while promoting trustworthiness and harmony. China's road for peaceful rise will ensure that the people of China have decent and dignified life.The country undertakes to improve economic development through acquisition of resources which will in turn increase production. Economic globalization is to be achieved through co-operation with other countries avoiding oppression through colonialization or forceful acquisition of resources from other countries.The peaceful rise will make use of the socialist system which has a domestic policy of developing productivity while the foreign policy aims at promoting peace. Promotion of industrialization and civ ilization are also vital as China strives to make a new image for its country. Modern civilization is going to be promoted through new patterns of industrialization to build a harmonious socialist society.The road of peaceful rise aims at furthering foreign relations through development of Sino-European and Sino-UK relations. China realizes the importance of such relations and intends to participate in international endeavors such as fighting terrorism and fighting weapons of mass destruction.China hopes to benefit from these relations by promoting economy, education, trade and finance. Learning from the developed countries like Europe and UK to help in tackling problems comes in handy in this peaceful rise. China will make use of European countries which are more developed to assist it in sorting certain problems.

The Role of Information Technology in Education Essay

The Role of Information Technology in Education explores the potential for technology to redefine the terms of teaching and learning. Can the tools of technology break through the barriers to educational progress? What inhibits the effective use of technology? What are the perceived and the real limits of these tools? Thirteen grantees are helping to answer these questions. In 1998, we noticed that computers in classrooms, frequently donated by well-intentioned companies, too often sat idle, or if used, amounted to little more than enhanced typewriters. Making computers available in schools was not sufficient to realizing technology’s potential. The Role of Information Technology in Education initiative explores factors necessary to help technology reach its potential for learning. From the public school to the university setting, from local communities to nonprofit organizations, these grantees each offer a unique perspective on the role of technology in education. To learn h ow technology is one of the many tools that can educate and train employees, visit: Pioneer Employers. Early Assumptions The Hitachi Foundation issued the Tech Ed Letter based on these ideas: 1. A vast majority of schools have the equipment. Schools, districts, and states seem to have found money for hardware, but have invested only meagerly, if at all, in training teachers to use the technology. 2. The education sector has no systemic approach to upgrading the skills of its professionals in both pre-collegiate and higher education. If done at all, in-service technology training for teachers has been limited in number served and scope, traditional in its delivery (typically one-time sessions), or left primarily to individual teacher initiative. Training typically has not helped teachers understand how to integrate technology into the curriculum. 3. There are pockets of innovation. Individual teachers, students, and communities are delivering specific advances at every educational level. Advances can be grouped into 5 categories: pedagogy: enhanced capacity for tailoring instruction for individual students and monitoring student performance to assess instruction efficacy. constructing local content: through collaboration made possible by technology, students or professors in  several locations, drawing on local content can transform classroom practices. professional development: information technology makes possible high-quality professional development at times convenient for the teacher. Technology can overcome school scheduling problems by delivering training during off-hours or as the teacher works with students and colleagues in the classroom. collaboration: teachers and students can collaborate outside the classroom in synchronous (real-time) and asynchronous (delayed response) fora, which brings far more resources, perspectives, and analysis to classroom assignments. economic efficiency: schools and universities are finding ways to use technology creatively to save money or expand productivity. 4. Technology is a tool — a means rather than an end. 5. Using technology effectively in the classroom means transforming the classroom, teaching, and learning. Productive use of technology does not mean using it solely to help slow students catch up, to occupy quick achievers, to reward good behavior, or to baby-sit. Where technology is yielding results, the classrooms are student-centered, with teachers as coaches and guides. Outside resources come to class and students go outside the classroom. Technology allows engagement, review, and especially assessment in broader, deeper ways. Portfolio Goals In addition to each project’s individual goals, we had these broad goals for the portfolio: Illustrate how technology is being used to make possible new methods, outcomes, and advancements in teaching and learning. Illustrate specifically how information technologies can improve or advance teaching or learning, and for whom. Identify unused or unexplored opportunities to strengthen teaching and learning through the use of information technology. Advance the practice of collaboration. Document and disseminate program models. Grantees California State University Dominguez Hills, Carson, CA This project is creating interactive Web Site teaching applications for K-12 teachers in the Banning/Carson Cluster (Los Angeles Unified School District). Teachers will be able to tailor self-paced and class-wide  instruction, develop and revise the applications, monitor and evaluate their approaches and student performance on specific subjects and problems, provide students with individual problem sets, and collaborate with other teachers. Catholic University of America, Washington, DC International Virtual Department for Historical Studies of Mathematics The Catholic University of America, in partnership with the Mathematical Association of America and numerous scholars at universities worldwide (including Oxford, Russian Academy of Sciences, Princeton, and Kyoto), is implementing, evaluating, and disseminating an International Virtual Department for Historical Studies of Mathematics. The Children’s Museum, Boston, MA – Teacher-to-Teacher On-Line @ The Children’s Museum The Children’s Museum’s Teacher Center is creating Teacher-to-Teacher On-Line @ The Children’s Museum, a training and discussion forum for elementary teachers to exchange activities, ideas, and curriculum as the state institutes new curriculum frameworks. Delaware Education Research and Development Center, University of Delaware, Newark, DE First-State Instructional Resource System for Teachers (FIRST) This project is establishing, testing, and refining the First-State Instructional Resource System for Teachers. FIRST is an Internet-based professional development system linked to Delaware’s state education reform movement. The site will include professional development units that illustrate effective teaching of curriculum concepts, curriculum units linked to state standards, teacher discussion and collaboration forums, teacher comments on curriculum units, related commercial curriculum resources, and assessment techniques. Eagle Rock Junior/Senior High School, Los Angeles, CA The Eagle Rock Junior/Senior High School started The Talons 2000 Academy – a four-year, college preparatory program with a focus on business and technology. The Academy, within the walls of ERJ/SHS, is developing a student-led business to build, refurbish, and support computers throughout ERJ/SHS, the LA Unified School District, and the community. Information and Referral/Volunteer Connection, Coeur d’Alene, ID Community Science Online uses information technology to teach science by integrating scientific content with local and regional history and discussions of contemporary events in an interactive Multi-Object-Oriented environment. Leadership,  Education, and Athletics in Partnership, New Haven, CT – LEAP Computer Learning Centers Leadership, Education, and Athletics in Partnership, in conjunction with the Hartford and New Haven Housing Authorities, Yale University, and Connecticut College is creating parent and student outreach programs in LEAP Computer Lea rning Centers in three CT cities. LEAP is evaluating the impact of the centers’ programs on child development and technology skill building and increasing the breadth of technology training for LEAP parents and schools. New York Institute of Technology, Central Islip, NY – Educational Enterprise Zone The New York Institute of Technology, in partnership with the Nassau and Dutchess County Board of Cooperative Educational Services and seven museums is creating an Educational Enterprise Zone. Linked by low bandwidth videoconferencing and a host of other technological tools, museums, libraries, teacher centers, and others will beam their knowledge into schools. Northwest Arctic Borough School District, Kotzebue, AK – The Virtual Village Northwest Arctic Borough is creating The Virtual Village project to train student technology leaders to be mentors to teachers, students, and staff in order to help teachers incorporate modern technology so students can preserve and spread traditional cultural knowledge. The project addresses challenges and opportunities that include a transient teaching pool, isolated villages accessible only by air, and curriculum material that is not linked to village re alities or traditional knowledge and ways. Scott Lane Elementary School, Santa Clara, CA – 1000 Days to Success in Reading Scott Lane Elementary School is adding technology as it starts the second year of its 1000 Days to Success in Reading project – a warranty program that guarantees all children who entered kindergarten in September 1997 will be reading at or above grade level by the end of second grade. The project is training teachers to use technology and integrate it into the curriculum, establish a cyber-space library, allow broader interactions among teachers to expand their resources and support services, and engage parents, community volunteers, and the larger school population in the educational process. Tucson Unified School District, Tucson, AZ – Community Learning Project The Tucson Unified School District, in collaboration with The University of Arizona, is implementing the Community Learning Project at two elementary schools. The project will coordinate three existing pilot programs to  provide a comprehensive, experiential, interdisciplinary education experience for children and their university mentors. Virginia Polytechnic Institute and State University, Blacksburg, VA – Facilitating the Community as a Learning Community The Facilitating the Community as a Learning Community project expands and improves the Blacksburg Electronic Village community netw ork and its links to K-12 education and community interaction with a new Web-based multi-user domain. The project will develop, implement, and investigate educational activities that involve real-time collaboration with community members and activities that engage citizens on matters of community interest. World Game Institute, Philadelphia, PA – NetWorld Game Learning Project The World Game Institute (WGI) and four collaborating museums are supporting the NetWorld Game Learning Project -a comprehensive Internet-based education program for high school teachers and students. The NetWorld Game Learning Project creates an Internet-based simulation of real world situations that complements high school curricula in four U.S. cities. University of Oklahoma Colleges of Engineering and Education, in partnership with the State Department of Education, Norman, OK The Colleges of Engineering and Education, in partnership with the Oklahoma State Department of Education, is creating an Internet-based training program to instruct teachers how to incorporate electronic media into their classrooms. Teachers learn how to develop and use graphics, animation, simulation, distance learning, network-based collaboration, online courseware, and streaming video to both amplify their teaching style and immerse students into the constantly changing world of technology.