Comparing a play to two poems

Comparing a play to two poems A play, a lyric poetry and an epic poetry are some of the kinds of literary works. A play is normally written by a person known as a playwright, it usually consist of scripted conversation among characters who aims at performance rather than reading. Hence, play can be used to refer to both playwrights written work as well as to their whole theoretical performance. A play can either be a comedy (Designed to be humorous), farce (Generally nonsensical form of a play), a satire (Generally meant to poke fun at current situations, issues, places and people), tragedy (These generally involve death or tragic events meant to make people feel sad) and historical (Focus on actual historical events and may include all other play types.) A poem is simply a composition in verse form. Poems depend strongly on precise word choice, metaphors, and symbolism. One cannot readily characterize poetry precisely. Typically though, poetry as a kind of literature makes significant use of the real properties of the words it uses All these literary works make use of different elements which include; plot, setting, theme, character and style. These elements therefore become the basis by which these literary works are differentiated from one another. Analyzing the element of character in these three categories of genres will show how similar they can be and to the extent they differ. A play has three major categories of characters i.e. the protagonist, the antagonist, and the foil characters. The protagonist is the main character in a play. The word protagonist means the one who plays the first part, the chief actor. The terms leading role, major character and hero are differently and sometimes not so well defined and, depending on the origin, the theme, the setting and the style may denote different concepts of a story, for example, in fiction protagonist story might be narrated from the viewpoint of a various character. This character may be but not necessarily the narrator. An example would be a narrator who relates the fate of a protagonist, perhaps as a famous figure recalled in a historical perspective. The chief rival of the leading role is a character known as the antagonist, who represents and creates barriers that must be overcome by the protagonist. As with a protagonist, there might be more than one antagonist in a story. Sometimes, a play may take a particular character as a protagonist in the early stages of a play only to dispose off that character in the later development of the play as a dramatic device to make the play interesting. Such a character is known as a false protagonist. Where a play contains sub plots, these sub plots may contain different antagonists from the main plot. In some plays, characters might not be easy to identify, since multiple plots in the plays do not allow clear identification of one as the major plot. Such characters are illustrated in Alexander Solzhenitsyns The First Circle, showing a variety or different characters imprisoned and live in a gulag camp, or in Leo Tolstoys War and Peace depicting 15 major characters involved or affected by a war. The antagonist in a play is the opponent, competitor or the rival of the protagonist character. This character presentments the opposition in the play for which the protagonist must fight to overcome. In other words, a person or a group of individuals opposing the protagonist i.e. the protagonist is or are the antagonist or the antagonists. In the storys classic style whereby the in the action involves a hero fighting a villain, the two parties can be considered respectively as protagonist and antagonist. The antagonist is not constantly the bad character, but simply those who oppose the major character unlike popular belief. The antagonist is in no way in any play the good guy. Play writers have as well formed more complex situations. In some situations, a story is told from the wicked persons point of view, and any protagonist trying to stop the wickedness can be considered as antagonist. In the story K-19: The Widowmaker an American movie of the Soviet Cold War submarine group, United States enemies as portrayed as protagonists, creating a paradox, as always the American film industry tries to portray the forces of the America as the people fighting for good and justice, which is contrary to Russia (particularly the former Soviet Union) being as the antagonists who always have maniacal intentions (like world control). Characters of that kind are typically police officers or other law enforcement bureaucrats. Antagonists and protagonists can overlap at a time, in regard to what their final objectives are considered to be. A foil is a character that contradicts another character (in most cases the protagonist) so as to bring out the different features of the chief characters personality and to throw the trait of the main character into sharper relief. A halt always posses some significant personality in common with the other character, frequently, superficial traits or personal history. A corresponding task of the foil might be accentuated by physical differences. For instance Don Quixote the dreamy and impractical in Cervantes is thin in comparison to his cohort, the practical and realistic Sanco Pansa who is fat. Sherlock Holmes is tall and lean thus becoming additional popular illusory character; Dr. Watson is always described as middle-sized, strongly built. However, the straight man in a comedy pair is a comic foil. The other illustrates a humorous, dumb, or just unconventional one while the straight man presents a practical and serious character. The funniness in these affiliations results from t he relations among these drastically different personalities. In some other cases, a subplot can always be used as a halt to the major plot. This is particularly true in the case of Meta-fiction together with the story within a story motif. The style with which poetry is written by the poet depends on the various elements of literary works including the purpose and the message it is meant to deliver. Poetry also has characters as a play(Alexander, 1988). This is one major similarity between a poem and a play, however, while the characters in a play are categorized into three major ways depending on the role taken by each of the characters, a poet is one major character in a poem who principally centers the theme of the poem to another character which includes both the living and non -living things. In a play the characters are majorly human beings or living things associated with supernatural being. In a poem, the characters various greatly from places, people, objects, super naturals, etc. As we are aware, both the play and poems are of various categories. A play focuses on love, praise, politics, gods and ancestors and so on. Poetry is also categorized into the following depending on the topics as highlighted above. It is therefore only imperative that the kind of characters in both the play and a poem therefore depends on the category within which these literary works belong. Poems in some cases can be categorized into more than one category and therefore one need not to focus on this classification too much. In analyzing characters in a poem, lyric poetry is a form of poems that expresses personal feelings of the poet. For example, romantic lyric poetry consists of first-person accounts of the opinions and approaches of a definite moment; feelings are tremendous, but personal. As opposed to a play Wright, the poet becomes the central attention in a lyric poem because of these personal feelings and not the characters themselves as seen in a play. The character in such a poem for example becomes the lovers, the moments shared by the duo, the features of a place or the feeling of one lover to another. One of the lovers might be the poet in which case expresses a personal feeling. This is similar to a play in the sense that both have characters but totally different from the viewpoint that in a play, the characters has particular roles such as overcoming the obstacles presented by the other character while in a poem the characters becomes the centre from which the theme and the message of the poem is derived. As noted, a play has stages where the conflict is developed, where it is at its maximum and fully developed and where finally a solution as a result of such a conflict is reached (Alexander, 1988). The role of characters in a play is therefore one of bringing out such conflicts, developing the conflicts and finally availing a way of solving the conflict. This is different from the poem where majorly the poet praises, or generally gives a particular description of one character to emphasize his personal feelings towards such a character. In general, the poem may be regarded as a mere prose however, in deeper form it quiet intensely and appealingly brings o ut and expresses the personal feelings of the character (usually the poet) towards the other character (e.g. love). In the poem Wedding Eve by Dr. Everett Standa, Should I Or should I not Take the oath to love For ever this person I know little about? To love without hope? The poet here is in conversation with himself. In this poem, the poet introduces dialogue and achieves a conversational tone with himself. He is expressing his fears about marriage and the uncertainty with which man and woman take each other to the altar for matrimony. But Standa is doing it in an enquiring or questioning way. In other words, he is posing rhetorical questions which do not necessarily require immediate answers but which gives the reader an opportunity to reflect upon the issues the poet is raising including his feelings. The characters in this poem are the poet and the woman who is to take him to the altar (Everett, 1999). The poet expresses his feelings and doubts towards this marriage. The woman is brought out as the centre of analysis. She is the reason the poem is composed because the poet keeps on wondering whether the woman is truly and sincerely in love with him or his riches. An epic poetry is a long narrative poem. It is mostly concerned with a serious subject with details of the heroic actions and happenings important to a culture or a country. However, the first epics were the products of pre literate communities and traditions. In these times, the epics were transmitted to the viewers and from the actor to actor purely by oral means.epics try to be constructed in the short episodes, all of equal status, interest and significance. This facilitates easy memorization as the poet recalls every episode in turn as well as using the whole episodes in recreating the complete epic to be performed. Epics present characters of high position in adventures creating a natural whole via their interactions to a major heroic figure and also through their episodes development that is important to the history of a country. The main character is the hero. The hero takes part generally in a repeated journey or mission, encounters opponents that try to defeat him and retu rns home considerably reformed by the journey. The epic hero shows characteristics, actions and exemplifying some morals that are greatly valued by the community from which the subject comes. Most heroes are repeating characters in their native cultures legends. An epic poetry is different from the lyric poetry in the sense that while the former is a long narrative poem concerned majorly with legends, the latter is a poem expressing the individual attitude of a poet. The character in an epic poem is usually a person, object, or a thing associated with some supernatural power which forms cultural and beliefs of a community. The poets articulate a peoples collective experience; it must enrich the precious safe in which the sinews of the collective group are preserved (Everett, 1999). The character therefore, offers an opportunity for shared experiences since it consists of spontaneous recollections which stir the emotions of the community. While a play might also convey the same legends, the protagonist character is helped by other characters to attain the appraisal status which the community sees as being of supernaturalism and hence contains some cultural associations. This therefore brings out clearly the difference in terms of characters b etween a play and an epic poem. The poem Nyalgunga by A. D. Amateshe, .. you led selfless life Now you return home, a hero, Crowned in silent casket Your speech and sight embalmed. You will need a guide, our son,.. This poem talks about a hero who died fighting for the freedom and liberty of a community known as the Luo in Kenya. It brings out the ways and the styles of the community on burying a hero and the warm send off the Hero receives during burial (Amateshe, 2004). He becomes a memory and a mentor of the young boys in the community who holds his name high and usually strives to be like him. The poet showers the character with praises bringing out in details the characters personality and journey that makes the members of the community view him as a hero. In conclusion therefore, the character as brought out in these three literary works shows some similarities and differences. All the three literary works makes use of characters in building and bringing out their story. In a play the characters convey the message to the audience in the same way the character in a lyric poem conveys the feelings of the poet to the audience. In an epic poem, the character usually a hero associated with supernaturalism conveys either a moral lesion or a strong warning by which the ways of a particular community lives and is shaped forming a major basis of their culture and beliefs. Of the three, however, the various characters depend on the style, the setting, the message or theme of the literary work. The number of characters varies in a play with its length and the message while in the other two literary works, the character is usually one. This one character becomes the centre of analysis by the poet. In a play, the main character is helped to fight against the obstacles presented by the antagonist to solve the conflict as brought out in the play. In the other two literary works the character becomes the only attraction and the centre from which the story is developed. References Alexander S. (1988). The First Circle. New York: Harvill P Amateshe D. (2004). Nyalgunga. Franklin Watts: American Library Association Everett S. (1999). Wedding Eve. Oxford University: Oxford University Press

Paris Peace Settlements Essay

An international order means how the world exist, work and co-related to each other, which could explain in different aspects included political, military, economic and diplomatic. In the following paragraphs, how Paris Peace Settlements during 1919-23 established a new international order would be explained. In the political aspect, the new international order characterized by the declination of Europe and marked by the rise of US. Before 1914, the world was dominated by Europe. European countries were strong in terms of economic and military power. The European countries are industrialized; they have high competiveness between each others in foreign goods. They have the power to establish overseas colonies. Thus, European countries have very strong military strength which was showed in the arms race between different countries. However, during the Paris Peace Settlements US became one of the big three, and have large authority over the drafting of treaties. After WWI, European countries were exhausted. Britain, for example, she became one of the world’s largest debtors with interest payments that formed around 40% of the government spending. In the new international order, the design of map had changed—new states were created and the Paris Peace Settlements leaded the declination of European empires. Before 1914, it was an age of empires, there are: German Empire, Austria-Hungarian Empire, Ottoman Empire, and Russian Empire etc. After 1923, the fall of empires occurred, Russia fell after the October Revolution, became the first communist country and German Empire became republic (Weimar Republic) after the German revolution. In the Paris Peace Settlement, Austria-Hungarian Empire had splitted into Austria and Hungary due to Treaty of St.Germain and Ottoman Empire declined largely; it had lost territory due to the Treaty of Lausanne. Germany lost Poland, reduced it size and lost all overseas colonies in the Treaty of Versailles. After 1923, there were establishments of new nations such as Czechoslovakia, Estonia,  Poland, Latvia, Finland etc. due to the principal of self determination that the Paris Peace Settlem ent put into practice. In the new international order, an organization— League of Nations was set up for peace keeping. Before 1914, there were only two attempts for peace making—the Hague conference. There are no agreements were reached in both Hague Conferences which leaded to the failure of peace keeping and WWI was broken out. After 1919, The Paris Peace settlements were called to decide what to do to achieve peace and settle matters in peaceful means. In the new international order, the rise of totalitarianism in Italy and Germany occurred. Before 1914, extreme nationalism only caused European powers to scramble about for colonies to bring about national glory; however, they did not expand by taking territories nearby. Thus, there were no changes or rise of any new political ideology, only nationalism caused territorial change and colonial rivalries. On the Paris Peace Settlements, the big three tend to weaken Germany and Austria, to prevent them from growing into a strong power again by abolishing union between the two of them and ceding land from them. After 1919, rise of totalitarianism caused countries like Italy and Germany to adopt expansionist foreign policies in order to regain ‘territorial loss’ e.g. Italy occupied Greek island in 1923. In military aspect, the domination of Germans’ military was lost in the new international order. Before 1914, Germany was one of the strongest countries in terms of military. From treaty of Versailles, Germany was only allowed a regular army that was limited to 100,000 military personnel, an air force and only a very small fleet. The compulsory enlistment into the armed forces had put to an end. Thus, Rhineland had to be occupied for 15 years by the allied military forces. All commissions in Germany controlled by the allies until 1927 from 1919. After 1919, due to the military restrictions imposed on Germany, there was a lost of the military advantage and the status of domination. In the new international order, the League of Nations adopted a principal—Collective security which means when a country is being attacked;  other country should give aid come to support the attacked country. Before 1914, there is no any ideology to give military aid to countries, but only secret agreements or treaties or to use military power in solving problem and conflict. Thus, arms race between countries occurred very often, countries could compete for land on their own without passing through any trials or any peace keeping bodies. On the Paris Peace Settlement, there was the establishment of League of Nations which symbolizes the existence of collective security. Also, there were disarmaments of the defeated powers to maintain peace e.g. abolition of conscription in Germany. After 1919, there were restrictions in military over the defeated powers. European powers tried to negotiate, instead of using military power to solve problems. In the economic aspect, Germany lost its economic income, at the same time; France got the power to recover from the war in the new international order. Before 1914, there were many natural resources in Germany, many coal mines in the northern part of Germany. By 1900, the average mine output had risen to 280,000 tons. By 1913, there was a production of 18 million tons of steel. However, in the treaty of Versailles, the Saar was to be governed by the League of Nations for 15 years started from 1919, and its coalfields were to be ceded to France. After 1919, Germany had lost an income to recover from war. In the new international order, there was a huge unbalancing concerning about the economy—Germany was almost being bankrupt however allied powers received a source of recovery. Before 1914, Germany was rich and had competitiveness among the European powers. Germany had textile industries, coal production, banks, railways, and steel production. In the treaty of Versailles, Germany had to pay reparations up to 6.6 billion pounds. After 1923, Germany could not afford the huge indemnity, workers had discontent because they did not have payment for their job, as their money were all used to pay the reparations. At the same time, the government had to print more money to satisfy the need of workers, however, it soon faced serious economic problems such as hyperinflation and unemployment. On the other hand, Britain and France received reparations from Germany; it had been a source of recovery from the destruction brought by war and distant of recovery from  the war for Germany was far. In the new international order, Austria went bankrupt and Hungary’s industry suffered greatly. Before 1914, Austria-Hungary had agriculture and food industry, and was the most important foreign food supplier to Germany, Italy and Britain. It also had heavy industry such as car manufacturing and electric power industry. However, in the Treaty of St. Germain, Austria had to pay reparations. In the Treaty of Trianon, Hungary lost population which meant the loss of productivity. After 1919, Austria and Hungary suffered and had to rely on League of Nations to recover from the war. In diplomatic aspect, the idea of collective security was being raised in League of Nations. Before 1914, there was extreme nationalism, which encouraged European powers to expand the overseas colonies; military also meant the status and the power of a country and have a suspicious attitude towards other European powers. In the Paris Peace Settlements, there was the formation of League of Nations to ensure world peace. Moreover, it was situated in Switzerland to ensure its neutrality. After 1919, there were more measures on peace keeping. To conclude, a new international order was established via Paris Peace Settlements.

Most Common Behavioral Disorders of Childhood Essay

This makes ADHD a major health concern. Up to 60% of these children will continue to have symptoms into adulthood. According to the National Institutes of Health, more than a million children take prescription medicines to control hyperactive behavior. The estimated cost to schools is about 3 billion dollars. There are other ways of treating ADHD and throughout this study we will discuss how to treat ADHD as well as explore how ADHD affects youth. ADHD is not only over diagnosed, but it is often mis-diagnosed, according to a recent study out of Germany. According to this research, many child and adolescent psychiatrists and psychologists in Germany have a picture in their heads of what an â€Å"Attention Deficit Hyperactivity Disorder â€Å"child or teen looks like, or acts like, and then a child or teen that fits that picture gets the diagnosis. In this process actual diagnostic criterion takes a back seat to â€Å"experience† or â€Å"heuristics. † But does this mean that ADHD is being â€Å"over diagnosed† because of poor diagnostic criteria, or due to poor diagnostic tools? No. Rather the problem is in the lack of using either diagnostic criteria or diagnostic tools. The reason for â€Å"over diagnosis† of Attention Deficit Hyperactivity Disorder is sloppy diagnostic workups by these professionals. But the study was a little sloppy too. It draws â€Å"real world† conclusions from â€Å"pretend† or â€Å"theoretical† situations. No one examined actual patients or even their charts. So how do they know that in the â€Å"real world† that ADHD is being over diagnosed? The answer is that they don’t. But they do have a better understanding of the process that busy professionals use in interpreting â€Å"case vignettes† that may or may not be Attention Deficit Hyperactivity Disorder. Abdekhodaie, April 2012) Introduction The main focus of this paper will be to examine ADHD (Attention Deficit Hyperactivity Disorder), and how it affects kids? I will also be exploring the cause of ADHD and what can be done to control this disorder without the use of medication. I predict that ADHD affects kids both mentally and physically. Mood swings are an emotional side effect of ADHD, affecting those of all ages with the condition. This symptom may prove hard to pinpoint, as changes in moods may also relate to stress or tense life situations, such as a divorce, moves and changes in school or jobs. Impulsivity is an emotional side effect of ADHD, which may cause individuals to become impatient and react inappropriately. Children with ADHD may receive discipline in school for blurting out comments and displaying seemingly rude behaviors. Anger is a normal human behavior. Individuals with ADHD, however, may have more trouble focusing on tasks and dealing with stress, which may cause frustration and heighten anger. (Martinez M, 2008) I predict that ADHD is not a result of bad parenting Attention Deficit Hyperactivity Disorder is not the result of â€Å"bad parenting† or obnoxious, willful defiance on the part of the child. Yes, a child may be willfully defiant whether he has Attention Deficit Hyperactivity Disorder or not. Defiance, rebelliousness, and selfishness are more often â€Å"moral† issues than neurological issues. We make no excuses for â€Å"immoral,† â€Å"selfish,† or â€Å"destructive† behaviors, whether from individuals with ADD ADHD or not. It may be true that the child or teen’s parents may need further or more in-depth training on parenting defiant children. We are constantly amazed at how many young parents today themselves grew up in homes where their own parents were gone all day. We now see â€Å"grown up latch key kids† trying to parent as best as they can, but without having had the benefit of growing up with good parental role models. This is a problem that can be solved with some training. But it is not Attention Deficit Hyperactivity Disorder or ADHD (Dawson, Catherine, 2002) I predict that ADHD can be controlled without medicine. If you or your children are struggling with ADHD, you need to understand that no matter how effective your medical treatment intervention might be, if you or your child is eating a bunch of junk – your symptoms from Attention Deficit Hyperactivity Disorder will not improve! No treatment – no matter how powerful – can overcome eating junk foods. We have found that this ADHD Diet makes a huge difference with about 20% to 25% of those with Attention Deficit Hyperactivity Disorder that try it even without using any other intervention. We strongly believe that whether one is using a medication such as Ritalin, or using a natural alternative such as Attend, that this type of eating program plays a big role in achieving success when used as a part of a treatment plan. Mentally Families considering treatment options should consult a qualified mental health professional for a complete review of their child’s behavioral issues and a treatment plan. Children with ADHD are often more emotionally immature than their non-ADHD counterparts. This can be very pronounced, with children being several years below the emotional level of their classmates or slight, with just a small difference noted. ADHD can often cause problems in social situations, diagnosed children may have a hard time making friends or relating to other children the same age. In addition to emotional immaturity, self-esteem can be an issue. A child with ADHD may feel â€Å"different† or isolated, creating a low self-esteem. Emotional disorders, such as depression, anxiety or bipolar are also common in people with ADHD. These problems are persistent and usually cause difficulties in one or more major life areas: home, school, work, or social relationships. Clinicians base their diagnosis on the presence of the core characteristics and the problems they cause. Not all children and youth have the same type of ADHD because the disorder varies among individuals. Some may be hyperactive. Others may be under-active. Physically Methylphenidate, more commonly known as Ritalin, can be used as part of a treatment program for children with attention deficit hyperactivity disorder, or ADHD. According to Medline Plus, Ritalin is a central nervous system stimulant and acts to change certain substances in the brain. Before you agree to give your child Ritalin, you should know how Ritalin affects physical development in children. As a stimulant, Ritalin can have an effect on the physical development of children. According to MayoClinic. com, stimulant medications may be associated with a lower growth rate in children. This growth slowing pertains to both a child’s height and weight. One common side effect of Ritalin is a loss of appetite, and this can even lead to weight loss while on the drug. According to Novartis, the manufacturer of Ritalin, children who take Ritalin seven days a week throughout the year showed a temporary slowing of growth. This growth did not rebound while on the drug, and was consistent throughout the three year period studied. Non-medical Control Studies show that a high-protein, low-sugar, no-additive diet combined with ADHD-friendly supplements like fish oil and zinc can drastically improve ADHD symptoms in children with no side effects. Good nutrition can make a significant difference in the lives of children who have been diagnosed with attention deficit disorder (ADD/ADHD). Many parents are eager to try foods and supplements to help their kids manage ADHD symptoms, but they often don’t know where to start. I have identified and addressed the concern. A concern is identified for which there is no ready answer. The concern has arisen because of an interest, and has been present for a long time. This is now a research problem. Every person can be a bit absent-minded, restless, fidgety, or impulsive. So why these same patterns of behavior are considered normal for some people and symptoms of a disorder in others? It’s partly a matter of degree. With ADHD, these behaviors occur far more than occasionally. They are the rule and not the exception. Unless a child understands his or her intellectual strengths and understands the potentially negative impacts of the ADHD, they may be confused by their inability to sustain success. Self-understanding (often aided by counseling) goes a long way in helping a person with this unique combination of traits and talents attain his or her fullest potential. Review of Related Literature (Background) Earlier studies point to the prevalence of attention deficit hyperactivity disorder (ADHD) to be similar around the world. There is, however, a wide variety in estimates. The prevalence of ADHD in youth has never been examined in France. Method: Starting with 18 million telephone numbers, 7,912 numbers are randomly selected. Among the 4,186 eligible families, 1,012 (24. 2%) are successfully recruited. A telephone interview is administered to all families about a child in the 6 to 12 age range. It covered family living situation, school performance, symptoms of ADHD, conduct disorder (CD), and oppositional-defiant disorder (ODD), and other features of ADHD. Results: The prevalence of ADHD in France is between 3. 5% and 5. 6%. The population prevalence of treatment for ADHD is 3. 5%. ADHD youth are more likely to be men than women, and, compared to non-ADHD children, ADHD children are more likely to have CD and ODD. Having ADHD is associated with a family history of the disorder. The ADHD youth are more likely to have had learning difficulties, to have repeated a grade, and to be functioning academically below grade level. (Lecendreux, August 2011) Father residency appears to share some relationship with symptoms of ADHD, but when symptoms reach the level for a clinical diagnosis, father residency appears to share little relationship with severity of symptoms of ADHD. (Sulak, 2012) The results of pair wise comparisons showed that children with a family history of ADHD performed significantly worse than those without family history in the time production tasks and the time reproduction task. Logistic regression analysis showed duration discrimination had a significant role in predicting whether the children were suffering from ADHD or not, while temporal processing had a significant role in predicting whether the ADHD children had a family history or not. (Huang, 2012) Methodology (Methods) Outline for ADHD (Attention Deficit Hyperactivity Disorder), and how it affects kids? Research Process: 1. Formulating the Research Problem is the first and most crucial step in the research process. – Main function is to decide what you want to find out about. The way the problem is formulated determines almost every step after. Research in this study revolves around People and Problems: †¢ People- a group of individuals †¢ Problems- examine the existence of certain issues or problems relating to their lives; to ascertain attitude of a group of people towards ADHD 2. Extensive Literature Review: -Essential preliminary task in order to acquaint myself with the availab le body of knowledge in ADHD and how it affects kids. -Literature review is integral part of entire research process and makes valuable contribution to every operational step. Reviewing literature through the following functions: a. Bringing clarity and focus to the research problem; b. Improved methodology; c. Broaden my knowledge of ADHD; d. Contextualize my findings. 3. Developing the objectives; -Objectives are the goals I set out to attain in this study. -They inform a reader what is to be attained through the study. -It is extremely important to word them clearly and specifically. Objectives will be listed under two headings: a) Main objectives; b) Sub-objectives. 4. Preparing the Research Design including Sample Design; The preparation of research design, appropriate for a particular research problem, involves the consideration of the following: 1. Objectives of the research study. 2. Method of Data Collection to be adopted 3. Source of information—Sample Design 4. Tool for Data collection 5. Data Analysis– qualitative and quantitative 5. Collecting the Data; Having formulated the research problem, developed the study design, constructed a research instrument and selected a sample, now I will collect the data from which inferences and conclusions for the study will be drawn. Then I will conduct interviews, research journals, and make observations. 6. Analysis of Data; Processing and analyzing data involves a number of closely related operations which are performed with the purpose of summarizing the collected data and organizing these in a manner that they answer the research objectives. The Data Processing operations are: 1. Editing- examine the collected raw data to detect errors and omissions and to correct these when possible. 2. Classification- arranges data in groups or classes on the basis of common characteristics. 7. Generalization and Interpretation; It is useful in both academic reports and work-related reports to include a section which shows how the research can be continued. It is useful to include this section because it shows that you are aware of the wider picture and that you are not trying to cover up something which you feel may be lacking in your own work. 8. Preparation of the Report of Formal write ups of conclusions reached. Include in your discussion how you will determine the validity and reliability of data collection tools. (Creswell, J. W. (2005). ) Validity is essential in research data. The data must be, in fact, what they are believed or purported to be. In other words, did we actually measure what we intended to measure, based on the focus of our ADHD and its affect on children? Validity of data obtained from the administration of tests (quantitative data) has been determined through examining various sources of evidence. (Mertler, C. ;amp; Charles, C. 2011. ) Reliability, a second essential characteristic of data, refers not to authenticity but to consistency. If you administer a certain test repeatedly under identical circumstances but find that you get different results each time, you would conclude that the test is unreliable. If, however, you get similar results each time you administer the test, you would consider the results reliable and therefore potentially useful. In this research we conclude that our results are reliable and therefore potentially useful. (Mertler, C. ;amp; Charles, C. 2011. ) Conclusions and Recommendations The current study aimed to investigate Attention-Deficit-Hyperactivity Disorder (ADHD) and its affect on children grades k through 6. ADHD affects millions of people-some 3 to 5% of the general population. It covers how to manage ADHD with medication or without, what parents can do to help, and how to thrive with ADHD throughout the lifespan. It also offers effective academic and behavioral interventions for school, and helpful accommodations for the workplace. After several interviews with teachers currently dealing with students that have been diagnosed with ADHD, all agreed that most cases are mis-diagnosed and those students are placed on medicine without further examination. Attention Deficit Hyperactivity Disorder is not the result of â€Å"bad parenting† or obnoxious, willful defiance on the part of the child. It is my recommendation that there be a more structured procedure that will not allow a child to be diagnosed with this disorder without additional psychiatric treatment. References Martinez M, et al. Psychopharmacology. In: Hales RE. Textbook of Psychiatry. Arlington, Va. : American Psychiatric Publishing; 2008. Plizska S. Practice parameter for the assessment and treatment of children and adolescents with attention-deficit/hyperactivity disorder. Journal of the Academy of Child and Adolescent Psychology. 2007; 46:894. Abdekhodaie, Zahra; Tabatabaei, Seyed Mahmood; Gholizadeh, Mortaza,†The Investigation of ADHD Prevalence in Kindergarten Children in Northeast Iran and a Determination of the Criterion Validity of Conners’ Questionnaire via Clinical Interview†, Research in Developmental Disabilities: A Multidisciplinary Journal, v33 n2 p357-361 Mar-Apr 2012 Booster, Genery D. DuPaul, George J. ; Eiraldi, Ricardo; Power, Thomas J. , â€Å"Functional Impairments in Children with ADHD: Unique Effects of Age and Comorbid Status† Journal of Attention Disorders, v16 n3 p179-189 Apr 2012 Bruchmuller, Katrin; Margraf, Jurgen; Schneider, Silvia, â€Å"Is ADHD Diagnosed in Accord with Diagnostic Criteria? Over diagnosis a nd Influence of Client Gender on Diagnosis† Journal of Consulting and Clinical Psychology, v80 n1 p128-138 Feb 2012 Creswell, J.

Which DNA Test Should I Take for Genealogy And Where

DNA tests have become a popular tool for genealogists looking for additional evidence to help corroborate or expand their family tree. Increased test options and several different testing companies offer options, but also confusion for genealogists. Which DNA test will best help you answer the questions you have about your ancestry? DNA tests are offered by several different testing companies, and each works a little differently. Most tests are sent with a cheek swab or small brush which you rub on the inside of your cheek, and then send back to the company in the provided sample container. Other companies have you spit directly into a tube, or provide a special mouthwash that you swish and spit. Regardless of the collection method, however, whats important for the genealogist is which part of your DNA is being examined. DNA tests can help you learn about your paternal and maternal ancestry. There are also tests that can help you determine whether you are of African, Asian, European or Native American descent. Some of the newer genetic tests can also provide some insight into possible inherited traits and disease risk. Y-DNA Tests Used For: paternal lineage onlyAvailable To: males only Y-DNA tests specific markers on the Y-Chromosome of your DNA known as Short Tandem Repeat, or STR markers. Because females do not carry the Y-chromosome, the Y-DNA test can only be used by males. It passes down directly  from father to son. The specific set of results from the tested STR markers determines your Y-DNA haplotype, a unique genetic code for your paternal ancestral line. Your haplotype will be the same as or extremely similar to all of the males who have come before you on your paternal line -- your father, grandfather, great-grandfather, etc. Therefore, once you have tested your Y-DNA STR markers, you can use your haplotype to verify whether two individuals are descendants from the same distant paternal ancestor, as well as potentially find connections to others who are linked to your paternal lineage. A common application of the Y-DNA test is the Surname Project, which brings together the results of many tested males with the same surname to help determine how (and if) they are related to each other. Learn more: Y-DNA Testing for Genealogy mtDNA Tests Used For: Deep (distant) maternal lineageAvailable To:  all females; males testing their mothers maternal lineage Mitochondrial DNA (mtDNA) is contained in the cytoplasm of the cell, rather than the nucleus, and is only passed by a mother to both male and female offspring without any mixing. This means that your mtDNA is the same as your mothers mtDNA, which is the same as her mothers mtDNA, and so on. mtDNA changes very slowly so it cannot be used to determine close relationships as well as it can determine general relatedness. If two people have an exact match in their mtDNA, then there is a very good chance they share a common maternal ancestor, but it can often be hard to determine if this is a recent ancestor or one who lived hundreds or even thousands of years ago. You can also use an mtDNA test to learn more about your ethnic ancestry, or to trace your maternal lineage to one of the Seven Daughters of Eve, prehistoric women who shared a common maternal ancestor named Mitochondrial Eve. A range of mtDNA tests are available that analyze different regions of the mtDNA sequence. It is important to keep in mind with this test that a males mtDNA comes only from his mother and is not passed on to his offspring. For this reason, the mtDNA test is only useful to females, or for a male testing his mothers lineage. Learn more: mtDNA Testing for Genealogy Autosomal DNA Tests Used For: Ethnic ancestry, plus relative connections on all branches of your family treeAvailable To:  all males and females Autosomal DNA (atDNA)  tests look at genetic markers found in the 22 chromosome pairs which contain randomly mixed DNA from both parents, basically all chromosomes except the sex chromosome, although some testing companies provide data from the X chromosome as part of this test as well. Autosomal DNA contains almost the entire genome, or blueprint, for the human body; where we find the genes that determine our physical characteristics, from hair color to disease susceptibility. Because autosomal DNA is inherited by both men and women from both parents and all four grandparents, it can be used to test for relationships in all family lines. As a genealogy application, autosomal testing was originally introduced as a tool for determining biogeographical origins, or the percentage of various population groups (African, European, etc.) that exist in your DNA. Labs are now, however, offering  extended family autosomal testing, which can help verify biological relationships through the grandparent generation, and potentially point to ancestral matches back as far as five or six generations, and sometimes beyond. Learn more: Autosomal Testing for Genealogy Which DNA Testing Company Should I Use? The answer, as in many areas of genealogy, is it depends. Because different people test with different companies, many of which maintain their own databases of tested individuals, you will achieve the greatest chance of useful matches by either being tested, or sharing your DNA results, with as many companies as possible. The big three used by the vast majority of genealogists are AncestryDNA, Family Tree DNA, and 23andme. Geno 2.0, sold by National Geographic, is also popular, but it tests purely for ethnic heritage (deep ancestry) and is not useful for learning about possible ancestors during a reasonable genealogical timeframe. Some companies do allow you to enter results from outside DNA tests into their database, while others do not. Most allow you to download your raw data, and if the company does not offer this feature you may be better off looking elsewhere. If you can only afford to be tested by one company, then the International Society of Genetic Genealogists (ISOGG) has fairly up-to-date charts and information in their wiki for comparing the testing offered by different companies to help you choose the right company and test for your goals: Y-DNA testing comparison chartmtDNA testing comparison chartAutosomal DNA testing comparison chart