Abstract
It has been well established that blind people are capable of identifying haptic pictures. However, the mechanism by which this operates is less clear. This essay reviews research that has been conducted into the way in which blind people identify haptic pictures. It reviews research which shows that blind people are better at identifying haptic pictures using manual exploration, and that the congenitally blind are better than the late blind. It also reviews research which compares bimanual exploration with unimanual exploration.

From the Paper
An analysis of whether blind people comprehend three-dimensional spatial representations (haptic pictures) using similar cognitive skills to sighted people Abstract It has been well established that blind people are capable of identifying haptic pictures. However, the mechanism by which this operates is less clear. This essay reviews research that has been conducted into the way in which blind people identify haptic pictures. It reviews research which shows that blind people are better at identifying haptic pictures using manual exploration, and that the congenitally blind are better than the

Tags:blind, haptic, sighted

Abstract
It is important for military professionals to study military history in order to improve core skills in analysis, problem-solving, and motivation. An understanding of military history better prepares practitioners to comprehend the strategic scope of military situations, discover the relevant tactical solutions, and inspire soldiers into taking the proper actions at the proper time. While over-reliance on military history can condition the professional to lapse into past errors, or cause the professional to ignore the ways in which technology has rendered that history irrelevant, history cannot be credibly ignored by any military professional who wishes to have a firm foundation for his or her leadership skills.

From the Paper
Why Military Professionals Should Study Military History 1. Introduction It is important for military professionals to study military history in order to improve core skills in analysis, problem-solving, and motivation. An understanding of military history better prepares practitioners to comprehend the strategic scope of military situations, discover the relevant tactical solutions, and inspire soldiers into taking the proper actions at the proper time. While over-reliance on military history can condition the professional to lapse into past errors, or cause the professional to ignore the ways in which technology has rendered that

Tags:military, history, strategy

Abstract
In this article, the writer discusses that among the many plausible reasons for helping students build vocabulary, perhaps the most important is the contribution of vocabulary knowledge to reading comprehension. The writer notes that one of the most enduring findings in reading research concerns the extent to which students' vocabulary knowledge relates to their reading comprehension. The writer points out that given that students' success in school and beyond depends in great measure upon their ability to read with comprehension, there is an urgent need to provide instruction that equips students with the skills and strategies necessary for lifelong vocabulary development. The writer concludes that reading comprehension places heavy demands not only on classroom teachers but also on curriculum planners, community workers, and parents.

Outline:
Introduction
History of Vocabulary ~ What is Vocabulary?
The Influence of National and State Standards
Two Best Assessment Procedures
Role of Technology
"Best Instructional" Practices in Reading and Writing
Five Dimensions of Learning Specifically Related to Vocabulary
Why is This Topic Important for Teachers?

From the Paper
"Vocabulary is knowledge of words and word meanings. However, vocabulary is more complex than this definition suggests. Most commonly, words come in two forms: oral and print. Oral vocabulary includes the words that we recognize and use in listening and speaking. Print vocabulary, are those words that we recognize and use in reading and writing. Next, we have word knowledge, which also comes in two forms, receptive and productive. Receptive vocabulary includes the words that we recognize when we hear or see them. Productive vocabularies are words that we use when we speak or write. According to research, receptive vocabulary is typically larger than productive vocabulary, and may include many words to which we give meaning, even if we don't know their full definitions - or ever use them ourselves when we speak and write."

Tags:reading, development, knowledge, oral

Abstract
This paper relates that Freire suggests that a method to counter "banking" education is a "problem-posing" education, or cooperative cognition. The paper states that, within the "problem-posing" method, the authoritative power becomes useless; arguments that must be taken on faith become irrelevant. The author states that he does not support Freire's position because he does not feel that he is being dehumanized in the lectures, nor are teachers his oppressors.

From the Paper
"The aspect of time deserves more attention in the discussion of the "problem-posing" method. That which may seem quick and efficient in the short-term may prove to be tedious and sorely inefficient in the long-term. A teacher that expresses something she holds to be true to a group is quick and easy. It can be argued that more topics are addressed, but how much is retained by the receptacles of this quick and easy method? Letting the discovery occur naturally, will inherently take much longer with respect to time, but how much of this will be held in the continual cognition of the being? In addition, a method of examination would be equally or more difficult to create for this continuously changing knowledge acquisition. This increase in the expectations of the teacher might compensate for the lesser role in the class group setting. Nothing can be created in advance that will continue to be concrete over time."

Tags:problem-posing, cooperative, cognition, teacher, oppressor

Abstract
An examination of Indian arts with emphasis on the images and symbolism in the Indian notions of art and religion. The author examines the influences of the Western world on Indian expression of art.

From the Paper
"For thousands of years the arts have thrived on the Indian sub-continent, with the advent of western influence and occupation taking place only within the last few hundred years. The impact of western influence upon India is unmistakable, especially in regards to her arts and religion, serving not so much as a contributor, but as a critic. To even begin to comprehend and appreciate the incredible diversity and complexity of Indian arts, we must undergo a paradigm shift of our most basic western beliefs and notions of art and religion. Therefore, an understanding of the historical interpretations of Indian art is essential. Going beyond this, we must construct a rudimentary primer on seeing Indian images, also known as daran, and trying to understand, at least at a basic level, the symbolism involved in such religiously rich imagery."

Tags:art, continent, images, india, sub

Abstract
This paper explains that the overall conclusion of this research is that children with ADHD are no less capable of comprehending information from stories presented in television shows than non-ADHD children; however, if there are distractions present, ADHD children will not pay as much attention to the television and, therefore, will not have as complete of an understanding of the story presented as non-ADHD children who did not become distracted by the toys. The author points out that one of the reasons children with ADHD, as well as adults with ADHD, do not keep their visual attention fixed in one place for as long as non-ADHD children is their inability to maintain attentional inertia, which is linked to cognitive engagement. The paper raises some questions criticizing this article: (1) who wouldn't be distracted by toys rather than watching television, and (2) does the withdrawal from the medication skew results?

From the Paper
"The results show that without the toys as a distraction, ADHD and non-ADHD children have very similar test results; 90 percent visual attention is paid to the television by all children if there is not a source of distraction. These children also had similar test results when asked questions to show their understanding and recollection of the show they watched. However, when toys (distractions) were added to the experiment, there was a very measurable difference between the ADHD children and non-ADHD children in their ability to understand causal relations and understanding of factual events from the TV show."

Tags:television, toy, attention, medication, understanding

Abstract
This paper discusses the journal article, "Difficulties in Comprehending Causal Relations Among Children With ADHD: The Role of Cognitive Engagement," from the "Journal of Abnormal Psychology". The paper claims that this article is a significant report on the condition of ADHD in children. The article opens by acknowledging the significant academic difficulties that are experienced by students with ADHD, which are well-documented in many studies. The paper explains that there has been a significant lack of research documenting the specific ways in which the comprehension and memory processes for complex, interconnected information differ between ADHD and normal children. The paper presents one of the effective methods that may be used to research these comprehension and memory processes: televised stories.

From the Paper
"In order to measure visual attention levels, researchers have had both ADHD and non-ADHD children view one television program in a room with no toys, and another television program in a room with toys. With no toys in the room, both ADHD and non-ADHD children averaged over 90% visual attention to the program. With toys in the room, ADHD children had a far larger drop in the amount of visual attention paid to the program than the non-ADHD children. There was no difference in the understanding of factual events between the groups of children. The ADHD group did have a larger drop in their understanding of causal relations compared to non-ADHD children when toys distracted them from the program. The question, then, is why the ADHD children are able to maintain this understanding of factual events, but not of the causal relations. Possible causes proposed include that children with ADHD shift visual attention more frequently which disrupts the continuity of the story processing, or that ADHD children look at the television for shorter spans of time with toys present which would also impair ability to construct the story."

Tags:attention, hyperactivity, concentration

Abstract
This paper explains that the problem of English language learners (ELLs) learning to write English may be in the failure of the current educational system to distinguish between the differences in the oral and written traditions of the English language. The author points out that ELL students may acquire verbal English skills fairly quickly, which is often mistaken for complete English proficiency; however, research demonstrates that the conventions of written English are far different than spoken English and that ELL students develop written English skills at a rate far slower than the rate at which they develop spoken English skills. The paper relates that ELL students must have a clear understanding of the methodology behind the writing process in order for them to comprehend the general writing traditions of the English language.

Table of Contents:
Discussion
Time Expectations for Adaptation
Conversational English versus Written and Academic English
Failure to Distinguish Oral and Academic Communication in Teaching
Strategies for Teachers
Prewriting
Revising and the "Writer's Workshop"
Journal Writing
Reformulation
Benefits of Encouraging Primary Language Development
Conclusion

From the Paper
"The wide variance in writing conventions amongst different languages often forces ELL students to 'unlearn' the conventions of their first language. For example, if a student's first language is a mainly a symbolic, or logographic language, a student may have difficulty learning to form letters that in turn form a word. However, this aspect of language acquisition should not always be considered a hinderance in learning written English. It can also have positive benefits. If a student is already writing in their first language, it is likely that those skills can be utilized to advantage of teaching written English."

Tags:comprehend, journal, communicate, prewriting, reformulation

Abstract
This essay is an analysis of the character Edna Pontellier from the novel "The Awakening." Edna is struggling through adult hood and cannot comprehend or act out the usual adult methods. This analysis traces Edna progression from a child to a full-functioning adult.
The paper is divided into the following sections:
Infant Stage (0-1 years), Early Childhood (1-3 years),
Later Childhood (3-6 years), Final Stage of Childhood (6 years-puberty), Adolescence, Early Adulthood,
Middle Ages, Later Years,

Tags:psychiatry

Abstract
This paper explores Plato's contemplation of human ability to understand and comprehend truth via his well-known work "Meno." It includes a comparison and a contrast with the thoughts on the subject from Descartes and Hume.

From the Paper
"Bold and vexing, the question arises from the text of Plato's Meno: Is knowledge of any truth possible, since a person either already knows the truth, and would therefore not be capable of learning it, or does not know, and hence would not recognize such truth when it appears? Great thinkers both modern and historic have likely proposed numerous and diverse answers to this complex and enduring poser. This diversity of belief and opinion amongst those who have devoted lifetimes to pursuit of just such questions suggests that either a), They are nearly all wrong and there is a single and succinct solution to the question, or b), each in their own way has provided clarification leading to a collective idea of the truth, as it regards this inquisition. Let us consider first the rationalist approach, as employed by Descartes."

Tags:cartesian, descartes, hume, plato