The Importance of ADHD Awareness

The Importance of ADHD Awareness ADHD Print The Importance of ADHD Awareness By Keath Low Keath Low, MA, is a therapist and clinical scientist with the Carolina Institute for Developmental Disabilities at the University of North Carolina. She specializes in treatment of ADD/ADHD. Learn about our editorial policy Keath Low Medically reviewed by Medically reviewed by Steven Gans, MD on August 05, 2016 Steven Gans, MD is board-certified in psychiatry and is an active supervisor, teacher, and mentor at Massachusetts General Hospital. Learn about our Medical Review Board Steven Gans, MD Updated on November 25, 2019 ADHD Overview Symptoms Causes Diagnosis Treatment Living With In Children Katja Kircher/Getty Images Undiagnosed, untreated attention-deficit/hyperactivity disorder (ADHD) can wreak havoc on your life, and it can also impact your loved ones. Each year, we recognize ADHD Awareness Month in October is a time to celebrate the progress made in ADHD education and advocacy, understand the work that still needs to be done, and raise awareness about the importance of early diagnosis and treatment. Without ADHD awareness, many children and adults continue to struggle. Ruth Hughes, Ph.D., is a clinical psychologist and former Chief Executive Officer and now special advisor of CHADD (Children and Adults with Attention-Deficit/Hyperactivity Disorder), the nations leading non-profit organization serving individuals with ADHD and their families. She is also the mother of an adult son with ADHD and learning disabilities. Here are her thoughts on ADHD awareness. Why ADHD Awareness Is so Important There may be as many as 15 million adults and children in the U.S. with ADHD, based upon prevalence studies and the 2010 census data. ADHD is also one of the most common disorders of childhood. Despite this, there is a huge amount of bad and misleading information on the internet and in the media about the condition. In addition, there are people with ADHD who have never been diagnosed but have lives filled with problems directly related to the symptoms. Goals of CHADD and ADHD Awareness Coalition Educate people about the disorderReinforce that ADHD is a real conditionRemind people that its highly treatable Highlight the choices in treatment Misconceptions About ADHD The most glaring misconception is the belief that ADHD is not real. Attention-deficit/hyperactivity disorder is a well-documented neurological disorder: an individuals brain develops and functions differently with ADHD. There is a deep body of research on ADHD, and every major medical and health organization in the U.S. recognizes the legitimacy of this disorder. Individuals dont choose to have these symptoms, but they do have the responsibility to learn to manage them. ADHD is an equal opportunity disorder and is not the result of poor parentingâ€"another common myth. You can be an exceptional parent or a terrible parent and still have a child with ADHD. Good parenting will help your child learn to manage the symptoms better, but it wont prevent the occurrence of ADHD. There is a strong genetic link, and most families can identify other family members who exhibited the same symptoms. Another myth about ADHD is that anyone can be diagnosed with it, based on a list of behaviors that all of us exhibit at one time or another. Not so. When diagnosed properly, having the symptoms is just the first step. In addition, these symptoms must be long-term in natureâ€"at least six monthsâ€"and persistent every day. The symptoms must also be severe enough to cause significant impairment in functioning in a major area of life, such as school, work, family, or social life. And lastly, other causes of the symptoms must be ruled out. Only when all of this is done, should a diagnosis of ADHD be made. Why You or Your Child Should Get Tested for ADHD The Many Faces of ADHD ADHD is a lifelong disorder for most folks. You may be a child, an adult, or a retired grandparent and still have ADHD. Like many disorders, the symptoms may be expressed differently in different people. For one person, it may be a huge problem with impulsivity and hyperactivity. For another, it may be about the ability to pay attention. For some, the symptoms are very mild and easily controlled, while for others, the symptoms are quite severe and disruptive. Two-thirds of people diagnosed with ADHD have other co-occurring disorders as well: depression, learning disabilities, anxiety, and autism spectrum disorders are just a few. There are many faces of ADHD, but the most important message is that many, many people with ADHD manage their treatment effectively and live full and rewarding lives. How to Increase ADHD Awareness Science tells us that the most effective way to deal with any kind of stigma is to know someone with the disorder who is stigmatized. Its easy to say that ADHD is not real or caused by bad parenting when you have no experience with it. But if family members can learn to be comfortable saying to others I have ADHD, or A member of my family has ADHD, that usually stops people in their tracks and opens the door for some real dialogue. Only when we stop hiding will the stigma and misunderstanding truly disappear. ADHD Awareness Month ADHD Awareness Month brings together a number of national groups concerned about ADHD and mental health. The partners include the Attention Deficit Disorder Association (ADDA), the ADHD Coaches Organization (ACO), and Children and Adults with Attention-Deficit/Hyperactivity Disorder (CHADD). In addition, dozens of other health-related groups and government agencies recognize and celebrate ADHD Awareness Month, sharing information on  this disorder. Check out the Awareness Month  website and help spread the word.

Verbal Behavior and Verbal Response - 1328 Words

Skinner, in ‘A review of B. F. Skinner’s verbal Behavior’ and ‘Selections from Science and Human Behavior’, discusses the idea of operant conditioning in human behavior, and functional analysis in human verbal behavior respectively. Both ideas seek to explain human behavior, whether in physical action or in verbal communication. Operant conditioning takes its root from Thorndike’s law of effect, dealing with reinforcing consequences that are contingent on a response (or specified behavior). Functional analysis, on the other hand, deals with the identification of the variables that control verbal behavior and the means by which they interact to produce a particular verbal response. In this paper we seek to look at these two ideas in detail, as well as present Chomsky’s concerns and arguments about them. As briefly described in the previous chapter, operant conditioning has its basis in Thorndike’s law of effect. Thorndike’s law states that responses that result in a gratifying effect in a particular situation are more likely to occur in that situation, and responses that result in an inconvenience are less likely to occur again in that situation. Operant conditioning hence involves a reinforcing consequence that is contingent on a response (specified behavior). As a result the operant, which is a reference to the class of responses that result in the reinforcing consequence, is made more probable. Skinner illustrates the concept with an example in which an experimentalShow MoreRelatedSabrina Will Use A Low Tech Picture Board Essay1594 Words   |  7 Pagescan use her communication board with limited prompts. Although, Sabrina will need more prompts if her frustration level gets too high, and she begins to engage in aggression behavior towards self or others. C. Receptive or Expressive: Is the targeted skill a receptive skill or an expressive skill? Please describe the response the student will make: †¢ The targeted skills is an expressive skill. Sabrina will use her communication board to indicate a choice, want, or need. She can express severalRead MoreNursing Process Discipline and Independent Nursing Essay1574 Words   |  7 Pagesnursing as an independent function in providing health care for a patient. Through this independent nursing function, Orlando developed her theory on the concept of the nurse-patient interaction. During that interaction the nurse recognizes a patient behavior as an â€Å"†¦ immediate need for help† (George, 2011, p. 165). This â€Å"immediate† need must be correctly identified by the nurse, so the nurse may provide care to relieve the need for help experienced by the patient. Orlando’s creation of the nursingRead More Operant Conditioning Essay757 Words   |  4 PagesConditioning Overview: The theory of B.F. Skinner is based upon the idea that learning is a function of change in overt behavior. Changes in behavior are the result of an individuals response to events (stimuli) that occur in the environment. A response produces a consequence such as defining a word, hitting a ball, or solving a math problem. When a particular Stimulus-Response (S-R) pattern is reinforced (rewarded), the individual is conditioned to respond. The distinctive characteristic of operantRead MoreSummary of B.F. Skinner and Piaget1045 Words   |  5 PagesSkinner’s Concept of Verbal Behavior One of the most influential members of the behaviorist movement, as well as among psychologists who study human development was B.F. Skinner (Diessner, 2008, p. 134). Skinner was notable for his description of the acquisition of new behavior through the use of reinenforcement and punishment called operant conditioning (Diessner, 2008). Skinner also contributed his behaviorist explanation of language development through his concept of verbal behavior (Diessner, 2008)Read MoreB. F. Skinner and his Study of Operate Conditioning Essay693 Words   |  3 Pages SKINNER: Verbal Behavior According to Skinner the spoken language is one that not only facilitates communication it shows emotion, conveys ideas and can incite action (Diessner, 2008). Language can be considered active behavior since language can have physical effects on people, both the speaker and audience. B. F. Skinner and his study of operate conditioning that is based on negative or positive responses to behavior has been extremely instrumental in the behavioral movement  Ã‚  (Diessner, 2008)Read MoreCommunication in Criminal Justice742 Words   |  3 Pagesthe conveyance of a message from sender to receiver. Often times you will find that there is interference that may hinder your communication with the receiver. In the communication process, the parties involved engage in certain unconscious behaviors that direct the flow of communication. 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There were a total of thirty-seven participants in this study (18- to 60-years old), all of which exhibited repetitive behaviors, who were randomly separated into two groups: a treatment group (22 subjects/receivedRead MoreUse of Applied Behavior Analysis to Support Language Development in Children with Autism1508 Words   |  7 PagesApplied Behavior Analysis (ABA) is the science in which tactics derived from the principles of behavior are applied systematically to improve socially significant behavior and experimentation is used to identify the variables responsible for behavior change. The definition of ABA includes six key components. The first component is the practice of applied behavior analysis is guided by the attitudes and methods of science inquiry. Second, all behavior change procedures are described and implementedRead MoreOrlando1427 Words   |  6 Pagesand nurses alike considered good patient care the ability of the nurse to focus on the patient’s behavior, both verbal and non-verbal (Alligood, 2010). Bad patient care occurred when the nurse’s focus was strictly task-oriented or had nothing to do with the patient’s behavior or needs. According to Orlando, all patient behavior can be a cry for help, and it is up to the nurse to interpret the behavior and determine the needs of the patient (Potter amp; Bockenhaur, 2000). Nurses need to use theirRead MoreVerbal and Nonverbal Communication1472 Words   |  6 Pagespaper will be focusing on the research done on verbal and nonverbal communication. First, we need to know what verbal and nonverbal communication is. Nonverbal communication is the way in which people communicate, intentionally or unintentionally, without words. 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Thomas Hobbes and His Contribution to the Constitution Essay

Thomas Hobbes Thomas Hobbes was an important figure in thee contribution to the Constitution. He was born on April 5th 1588 in Westport, Wiltshire, England and died December 4th 1679 in Hardwick, England. Hobbes’ uncle sponsored his education at Oxford University. In 1604, Hobbes’ father also named Thomas Hobbes, left his family and never returned to be seen again. Hobbes’ also had three siblings; two brothers and a sister. He wrote three major writings; De corpore (published eventually in 1655), De homine (published eventually in 1658), and De cive (appearing in 1642). De corpore was a writing that focused on physical life behavior. De homine was about human body and mind behaviors and actions. De cive summed up principles of a man’s†¦show more content†¦That article is basically saying how the amendments are made through people that are elected representatives; which is another form of popular sovereignty. Article 7 states â€Å"Ratification of the Convention of nine States, shall be sufficient for the Establishment of this Constitution between the States so ratifying the Same.† The translation of this is that nine states must ratify the new Constitution before it goes into effect. Hobbes’ influenced all of these ways of sovereignty. *Important Points to Remember* * De Corpore- published in 1655 -Focused on physical life behavior * De Homine- published in 1658 -Focused on human body, mind behaviors, and actions * De Cive- appeared in 1642 -Summed up a man’s social life and organized manners * Thought that an absolute sovereignty government was the best form of government * His philosophy contributed to Article I, Article V, and Article VII in the United States Constitution Bibliography * Soylent, Communications. Thomas Hobbes. NNDB. Soylent Communications, 2011. Web. lt;http://www.nndb.com/people/691/000031598/gt;. * BBC. Thomas Hobbes (1588-1679). Worldwide: BBC, 2011. 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The Role of Input and Interaction in Sla Free Essays

The role of input and interaction in SLA Terminology input –any language directed at the learner intake –the portion of input that learners notice and therefore take into temporary memory. Intake may subsequently be accommodated in the learner’s interlanguage system (become part of long-term memory). However, not all intake is so accommodated. We will write a custom essay sample on The Role of Input and Interaction in Sla or any similar topic only for you Order Now output –what the learner produces (spoken written language) and how much he understands from the input input intake output views on the role of input: ? behaviourist There is a direct relationship between input and output. Acquisition is believed to be controlled by external factors, and the learner is viewed as a passive medium. They ignore the internal processing that takes place in learner’s mind. Input consists of: ? stimuli – with stimuli, the person speaking to the learner  models specific linguistic forms  which the learner internalizes by  imitating  them   ? feedback – it takes the form of positive reinforcement or correction. The possibility of shaping L2 acquisition by manipulating input to provide appropriate stimuli and adequate feedback mentalist They emphasize the importance of the learner’s ‘black box’. Input is still seen as essential for L2 acquisition, but it is only a ‘trigger’ that starts internal language processing. Learners have innate knowledge of the possible forms that any single language can take and use the information supplied by the input to arrive at the forms that apply in the case of the L2 they are trying to learn. Input is insufficient to enable learners to arrive at the rules of the target language. ? interactionist ognitive interactionist Acquisition is a product of the interaction of the linguistic environment and the learners’ internal mechanisms, with neither viewed as primary. Input has a determining function in language acquisition, but only within constraints imposed by the learner’s internal mechanisms. social interactionist Verbal interaction is crucial for language learning as it helps to make the ‘facts’ of the L2 salient to the learner. comprehensible input (Krashen 1981) – Input is a major causative factor in L2 acquisition Learners progress along the natural order by understanding input that contains structures a little bit beyond their current level of competence (i+1) – Comprehensible input is necessary to acquisition to take place, but it is not sufficient – learners need encouragement to ‘let in’ the in put they comprehend – Input becomes comprehensible as a result of simplification and with the help of contextual and extralinguistic clues – Fine-tuning (= provision of the linguistic features which the learners is ready to acquire next and using them, opposite: rough-tuning) is not necessary – Speaking is the result of acquisition, not its cause, learner production does not contribute directly to acquisition input and intake. Input refers to what is available to the learner, whereas intake refers to what is actually internalized (or, in Corder’s terms, â€Å"taken in†) by the learner. Anyone who has been in a situation of learning a second/foreign language is familiar with the situation in which the language one hears is totally incomprehensible, to the extent that it may not even be possible to separate the stream of speech into words. Whereas this is input, because it is available to the learner, it is not intake, because it â€Å"goes in one ear and out the other†; it is not integrated into the current learner-language system. This sort of input appears to serve no greater purpose for the learner than does that language that is never heard. Conceptually, one can think of the input as that language (in both spoken and written forms) to which the learner is exposed If there is a natural order of acquisition, how is it that learners move from one point to another? The Input Hypothesis provides the answer. Second languages are acquired â€Å"by understanding messages, or by receiving ‘comprehensible input’ † (Krashen, 1985, p. 2). Krashen defined â€Å"comprehensible input† in a particular way. Essentially, comprehensible input is that bit of language that is heard/read and that is slightly ahead of a learner’s current state of grammatical knowledge. Language containing structures a learner already knows essentially serves no purpose in acquisition. Similarly, language containing structures way ahead of a learner’s current knowledge is not useful. A learner does not have the ability to â€Å"do† anything with those structures. Krashen defined a learner’s current state of knowledge as i and the next stage as i + 1. Thus the input a learner is exposed to must be at the i + 1 level in order for it to be of use in terms of acquisition. â€Å"We move from i, our current level to i + 1, the next level along the natural order, by understanding input containing i + 1† In Krashen’s view, the Input Hypothesis is central to all of acquisition and also has implications for the classroom. a Speaking is a result of acquisition and not its cause. Speech cannot be taught directly but â€Å"emerges† on its own as a result of building competence via comprehensible input. b If input is understood, and there is enough of it, the necessary grammar is automatically provided. The language teacher need not attempt deliberately to teach the next structure along the natural order—it will be provided in just the right quantities and automatically reviewed if the student receives a sufficient amount of comprehensible input. there are numerous difficulties with the concept. First, the hypothesis itself is not specific as to how to define levels of knowledge. Thus, if we are to validate this hypothesis, we must know how to define a particular level (say, level 1904) so that we can know whether the input contains linguistic level 1905 and, if so, whether the learner, as a result, moves to level 1905. Krashen only stated that â€Å"We acquire by understanding language that contains structure a bit beyond our current level of competence (i + 1). This is done with the help of context or extralinguistic information† (1982, p. 21). Second is the issue of quantity. Krashen states that there has to be sufficient quantity of the appropriate input. But what is sufficient quantity? How do we know whether the quantity is sufficient or not? One token, two tokens, 777 tokens? And, perhaps the quantity necessary for change depends on developmental level, or how ready the learner is to acquire a new form. Third, how does extralinguistic information aid in actual acquisition, or internalization of a linguistic rule, if by â€Å"understanding† Krashen meant understanding at the level of meaning (see below and chapter 14 for a different interpretation of understanding)? We may be able to understand something that is beyond our grammatical knowledge, but how does that translate into grammatical acquisition? How to cite The Role of Input and Interaction in Sla, Papers

The Joy Luck Club Essay Example For Students

The Joy Luck Club Essay She learned to shout and speak up for herself. Rose is encouraged by An-Mei to assert herself; she influences Rose who stands up against Ted in Without Wood.   Ying-Ying confronts her past to help her daughter. In Rice Husband Lena evaluates her life with Harold because Ying-Ying gathers the threads of her past to set Lenas spirit loose. She teaches her to be a tiger, she has one eye asleep, the other open and watching, this is her true self. She shows this to Lena, that she is not only a frail old lady, therefore Lena can admit to being miserable and change this. We will write a custom essay on The Joy Luck Club specifically for you for only $16.38 $13.9/page Order now Waverly thinks her mother does not communicate with her, however, at the end of the story there is a suggestion that her mother will break down the barrier and give her the love and confidence she needs as she says I will ask my daughter what she thinks.    Her mother gives Jing-Mei the strength of family and love in the two sisters she finds. Some general points 1. Look at p. 259. The daughters stories of their mothers past lives seems to differ from the truth. Why do you think this is? The daughters cannot understand their mothers real circumstances because American society cannot locate them; therefore the Chinese heritage is reduced to nonsense. 2. Look at p. 253 and p. 267. How does the daughters attitudes to their Chinese identity differ from that of their mothers? Waverly thinks Chinese identity is external only. She has Chinese genes therefore she can blend into Chinese culture. Her mother sees this, as entirely wrong, it is more your inner-self and projected mannerisms, which are Chinese, and they cannot be connected in any way to the American way of life. Jing-Mei thought she was entirely American and the belonged only to this society. Her mother argued that her true nationality was in her Chinese blood and is only a different way of thinking. However, Jing-Mei associates Chinese ness with the embarrassing things her mother did such as being color-blind to the fact that lemon yellow and pale pink are not good combinations for winter clothes. Jing-Mei later sees her mothers view as right when she goes to China and she feels her heritage as her blood rushes a new course. 3. Despite this, the final part of the book, Queen Mother of the Western Skies, appears to be optimistic. Mothers do pass on their strength to their daughters, and daughters do inherit things from their mothers (see example p101 and 103) even when they fight it (p267). The title stories on p. 147 and p. 213 suggest there is a bond that links successive generations. P101. Waverly leans that fighting out of stubbornness you become alone, she is obstinate like her mother. P103. Lena sees horrors (e. g. I saw a beetle wearing the face of a child like her mother did, this is the part of me I got from my mother. P267. Jing-Mei vigorously denied that she had any Chinese whatsoever beneath skin P147 When the daughter looks in the mirror, she sees her self, suggesting t hat her children will resemble her. This knowledge conveys the link between generations, the ties that bind the past and the present. P213 Every generation of women experiences evil and through loss of innocence they become aware of it. The grandmother wants women to be aware of evil and still maintain their hope for future happiness. Three things to think about: 1. What is the significance of the lifes importance Suyuan Woo gives to her daughter? Suyuan gives Jing-Mei the pendant which is her lifes importance to soother her humiliation. .uede22279f25ac36645728754bbad198a , .uede22279f25ac36645728754bbad198a .postImageUrl , .uede22279f25ac36645728754bbad198a .centered-text-area { min-height: 80px; position: relative; } .uede22279f25ac36645728754bbad198a , .uede22279f25ac36645728754bbad198a:hover , .uede22279f25ac36645728754bbad198a:visited , .uede22279f25ac36645728754bbad198a:active { border:0!important; } .uede22279f25ac36645728754bbad198a .clearfix:after { content: ""; display: table; clear: both; } .uede22279f25ac36645728754bbad198a { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uede22279f25ac36645728754bbad198a:active , .uede22279f25ac36645728754bbad198a:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uede22279f25ac36645728754bbad198a .centered-text-area { width: 100%; position: relative ; } .uede22279f25ac36645728754bbad198a .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uede22279f25ac36645728754bbad198a .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uede22279f25ac36645728754bbad198a .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uede22279f25ac36645728754bbad198a:hover .ctaButton { background-color: #34495E!important; } .uede22279f25ac36645728754bbad198a .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uede22279f25ac36645728754bbad198a .uede22279f25ac36645728754bbad198a-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uede22279f25ac36645728754bbad198a:after { content: ""; display: block; clear: both; } READ: Personal Helicon by Samuel Heaney EssayShe is also offering love and confidence to her daughter, her offering of her own heritage. This perhaps signifies that she foresees her own death; the injured crab is a bad sign at Chinese New Year and might herald her end. Significantly, after her mothers death the pendant begins to assume great importance to Jing-Mei. The pendant signifies Suyuans desire to impress upon her daughter that she is best quality and should strive for nothing less. 2. There are many instances of things and people being lost and found in the book. Do you think this might be important? Yes, because it shows the struggles of coming to terms with their heritage and culture. Self-discovery and understanding relationships are important aspects to the novel. 3. Why does the book end as it does? The book ends as it does because Jing-Mei has found her heritage and discovered what she wants in life. The structure of the ending unifies the book. Not only does this chapter pick up where the first chapter left off, but it also uses the same point of view and narrator. It continues the use of parallelism evident throughout the book, but most especially in Feathers from a Thousand Li Away.

Vernacular Languages vs. Latin The Fall of the Babel

Vernacular Languages vs. Latin The Fall of the Babel Abstract Throughout the centuries, Latin has been the language of the educated. Only knowing Latin, people could read and take part in the scientific, cultural and religious life of the country. As a result, Latin turned into the language of the nobility.Advertising We will write a custom essay sample on Vernacular Languages vs. Latin: The Fall of the Babel specifically for you for only $16.05 $11/page Learn More The access to the literature was thus restricted by the cultural border. Unless one learned Latin, there was no other way to read the literature that interested the given person. At some point people started arguing about this state of affairs. Mostly because of the idea that books might reveal for them something new that they had never been told before, people started taking interest in their mother tongue crawling into the field of literature and science, making the issues of those more understood for the population. Vernacular Languages vs. Latin : The Fall of the Babel Because of the fact that most Middle Age literature was presented in Latin, while education was something that not all people could afford in those times, more and more people became preoccupied with the idea that there must be some way to present the literature in the language that they speak and understand. The problem grew bigger as rime passed, and the people grew weary of the Latin sermons that they could not understand and the books in Latin that watched them with mocking secrecy. Indeed, as Disraeli (1841) put it, â€Å"The performance of the Latin language, during many centuries, retarded the cultivation of the vernacular dialects of Europe.† (106). The situation became complicated as people started expressing their protests against the foreign language as the main one in the state. Finally, the time of the great change came. It began not with a revolt, but with a subtle change that was almost impossible to detect. The phenomenon was called lat er the Vulgar Latin. Watered with the Celtic words stylized as the Latin ones, with the specific endings and conjugations, these words became the basis of the future vernacular languages to develop. The process was rather long and complicated, but the results were most fruitful and convincing. people have started winning the small areas of the language and they could finally hear something recognizable.Advertising Looking for essay on linguistics? Let's see if we can help you! Get your first paper with 15% OFF Learn More The day of triumph came when even the names of the geographic objects were transformed into the national languages of the people (Wellesley 2000, 14). This was something that no one could believe in several decades before. The idea that the books will be available to every single literate person was close to the revolution, and the first to protest such course of affairs was the clergy. However, there was a long way to go before this triumph would come. The first steps were made as the tenth century came. The overall atmosphere of being captured by writing and speaking in the native language had to find its place in the literature as well, both the scientific and the spiritual. As Le Goff (2006) marks it, Medieval Europe spoke and wrote Latin, and when Latin retreated in the face of the vernacular languages in the tenth century, the so-called Romance tongues (French, Italian, Spanish and Portuguese) perpetuated that linguistic heritage. (10) As it can be seen from the abovementioned, it was not that the new languages simply took the place of the Latin language and started reigning in the sphere of literature and science. On the contrary, the new languages took the best of their mother tongue and represented a kind of pidgin – the language that was a mixture of the Celtic and the Latin taken together. The structure was foreign, but the word stock was taken from the Latin language, its idea preserved together with the words that came into the newly created languages. It would be reasonable to emphasize the impact of the vernacular poetry that has done its job on pushing the Latin language off its throne and taking the place of the leading language. As the new languages grew and became fuller and fuller with the lexis, the new poets started trying their luck in making verses and creating the literature of the new epoch. Advertising We will write a custom essay sample on Vernacular Languages vs. Latin: The Fall of the Babel specifically for you for only $16.05 $11/page Learn More That was the thing that made the Latin language completely out of fashion even among the crà ¨me of society. That is what Mantello (1996) says on the topic: Old English writing also developed early. Vernacular poetry written by Aldhelm (d. 704/10) is attested but lost. Nonetheless an extensive Latin-Old-English glossary dating from the seventh century can be reconstructed from the evidence o f the glossaries found I the libraries of Epinal and Erfurt. Old High German followed next. (123) The importance of these languages developing was immense. Indeed, they helped the nations to be recognized further on as the peoples of their own culture and traditions, with a solid literature and art basis in addition. In fact, the church was arguing a lot in opposition to the new languages appearing, claiming that Bible as the Holy Word cannot be translated into any other languages – which was further on proved wrong y Martin Luther – and did its best to hold Latin as the main language of the state and religion as long as it could. The reasons were quite easy to understand, with all the power that the church beheld over the people with help of the language under their control and the sphere of arts staying still in its development, while the church dogmas and rules were piling up. To sum up, the influence that the new languages development had on the people, the states and the cultures of the world was indescribable. It was only after Latin was left for good when the states started developing their fundament for the cultural heritage to pass to the descendants.Advertising Looking for essay on linguistics? Let's see if we can help you! Get your first paper with 15% OFF Learn More In spite of the fact that the importance of the Latin culture is beyond any reasonable doubt and that even now the dead language has found some use in the spheres of medicine, pharmacy and jurisprudence, it is still clear that the new languages formed after the fall of the Latin â€Å"reign† are the very essence of the modern civilization in general and its every state in particular. Without the vernacular languages, the world would have stayed in the stage of the Medieval times. Meanwhile, people must not forget that they owe their culture to the language of the Ancient Rome. References Disraeli I. (1841) Amenities of Literature: Consisting of Sketches and Characters of English Literature. New York, NY: J. H. G. Langley. Le Goff J., Lloyd, J. (2006) The Birth of Europe: 400-1500. New york, NY: Wiley-Blackwell. Mantello F. A. C., Rigg A. G. (1996) Medieval Latin: an Introduction and Bibliographical Guide. Cambridge: CUA Press. Wellesley K. (2000) The Year of the Four Empero rs. Oxford: Routledge.

How to Get Your CDL in Maryland and Arizona

How to Get Your CDL in Maryland and Arizona This article is useful for anyone who wants to get your CDL in Maryland and Arizona. If you want to learn about earning a CDL at other states, we have put together a comprehensive guide on how to get a commercial driver’s license in every state of the country. MarylandThe following are the requirements for obtaining a CDL in Maryland.You must be 18 years old to obtain a learner’s permit for an intrastate CDL and  21 years of age for an interstate one.You must have a full Maryland driver’s license.When applying, you must provide proof of age, identity, and Maryland residence.Drivers of heavy trucks, buses and vehicles placarded for  hazardous materials  must have a special CDL  with proper endorsements. Vehicles 26,000+ pounds, buses designed to transport 16+ passengers including the driver, all school buses, mobile cranes, uncoupled tractors, and most tow trucks are included.You must pass a  vision screening  and knowledge test.Out-of-state learnerâ⠂¬â„¢s permits cannot be exchanged for a Maryland learner’s permit or license.You must present valid Med Cert documentation (DOT card, skills performance evaluation, waiver exemption, etc.) whether applying for a new license or renewing, duplicating or correcting a CDL.In order to obtain your CDL, you must pass a knowledge test and a skills test.Knowledge TestThe  desired  class of license and endorsements you seek  will determine what CDL knowledge tests are required. You must obtain an 80% passing score on each required test. You must provide a Medical Examiner’s Certificate (DOT Card) or a valid Intrastate State/Interstate Waiver.The General Knowledge Test is required by all applicants, and you must pass it to take  additional knowledge tests.The Air Brake Knowledge Test is required if your vehicle is equipped with air brakes.The Combination Vehicles Knowledge Test is required if you want to drive combination vehicles.The Tanker Knowledge Test is required if you want to haul liquids in bulk.The Double/Triples Knowledge Test is required to pull double or triple trailers.The Passenger Knowledge Test is required by all bus drivers and school bus operators. In addition, school bus operatiors must pass the   School Bus Knowledge Test.The Hazardous Materials Knowledge Test is required if you wish to haul hazardous materials.CDL Skills TestThis test consists of a  pre-Trip Inspection to include an air brake test if vehicle is equipped with air brakes, a basic maneuvers test, and a public road test.  You must pass each level before moving on to the next.ArizonaThe following vehicles require you to have a CDL:If you will drive a combination vehicle (truck and trailer) whose trailer has a GVWR of 10,001+ lbs. total weight with the truck of 26,001+ lbs, you will need a Class A CDL.If you will drive a vehicle with  GVWR is 26,001+ lbs., you will need a Class B CDL. With this license, you can also tow a trailer with  weight that does not exceed 10,000 lbs.If you will transport hazardous materials or 16+ passengers (including the driver) in a vehicle with  GVWR 26,000 lbs. or less, you will need a Class C CDL.To obtain your CDL, You must  answer a minimum of  80 percent of the questions on each knowledge test correctly and complete a road/skills test in the class of vehicle you intend to drive.Knowledge TestAll applicants must pass a knowledge test required for the class of license, restriction, and endorsements they wish to possess. A general knowledge test for the Class, a or Class B and C license must be successfully completed by all CDL applicants.Skills TestAfter passing the appropriate knowledge tests, you  must then take the skills test for the class and type of vehicle you intend to drive.   Included on this exam are a  pre-trip inspection, a test of basic vehicle control, and a test in on-road driving.