[إيليا]

صعوبات التعلم
Learning disability is a term used to denote various types of difficulties with learning.

Learning disability (U.S.) -- In the U.S., the term is used to refer to a learning difficulty that is unexpected given the general intelligence of the affected individual. That is, the academic performance of the affected person is much lower than the individual's general intelligence would predict.
Learning disability (U.K.)-- In the U.K., the term is used to refer more generally to developmental disability.
Disability means loss or lack of functioning, either physical or mental, such as blindness, paralysis, or mental subnormality—which, unlike illness, is usually permanent. Disabilities are usually stigmatizing . Moreover, disabled persons often need extra financial and personal support.

Learning disability means disorders characterized by substantial deficits in scholastic or academic skills, including reading disorder , mathematics disorder , and disorder of written expression . Also called academic skills disorders or learning disorders. Learning disability disorder that prevents students from learning as well as would be expected from their ability, as measured on an intelligence test. It covers a range of problems, including difficulties with reading, writing, mathematics, or communication.

The Americans With Disabilities Act (ADA) was enacted to protect qualified people with disabilities. The first article in this series focused on the requirement that a claimant under the ADA be otherwise qualified for the position, and able to perform the essential functions of the job, with or without reasonable accommodation by the employer. This article discusses the ADA concept of disability. The statute defines a disability in three distinct and unique ways that broaden its impact in the workplace. For purposes of the ADA, disability means having a physical or mental impairment that substantially limits one or more major life activities, having a record of such an impairment, or being regarded as having such an impairment. Physical or Mental Impairment The first definition of a disability is "a physical or mental impairment that substantially limits one or more of the major life activities of such individual." A great amount of legal debate has centered around the terms "physical or mental impairment," "substantially limits," and "major life activities." The Equal Employment Opportunities Commission (EEOC), the body charged with enforcing the ADA, has defined a "physical or mental impairment" as any physiological disorder or condition, cosmetic disfigurement, or anatomical loss affecting one of the major body systems, or any mental or psychological disorder such as mental retardation, organic brain syndrome, emotional or mental illness, or specific learning disabilities. In its interpretive guidance, the EEOC notes that it does not consider physical characteristics (eye and hair color, height, weight and muscle tone within normal ranges) as impairments. Similarly, predispositions to illness, pregnancy, and personality traits (poor judgment and quick temper) are not disabilities unless resulting from a psychological disorder. Advanced age is also not a disorder, according to the EEOC, although medical conditions associated with advanced age would be. The prevalence of learning disabilities is very apparent-early intervention is key to young children's success in school


الجشع والطمع
Greed
Greed is selfish excessive or uncontrolled desire for possession or pursuit of money, wealth, food, or other possessions, especially when this denies the same goods to others. It is generally considered a vice, and is one of the seven deadly sins in Catholicism. (People who do not view unconstrained acquisitiveness as a vice will generally use a word other than greed, which has strong negative connotations.)

Some desire to increase one's wealth is nearly universal and acceptable in any culture, but this simple want is not considered greed. Greed is the extreme form of this desire, especially where one desires things simply for the sake of owning them. Greed may entail acquiring material possessions at the expense of another person's welfare (for example, a father buying himself a new car rather than fix the roof of his family's home) or otherwise reflect flawed priorities.

Coveting another person's goods is usually called envy, a word commonly confused with jealousy. The two word denote opposite forms of greed. We may envy and wish to have the possessions or qualities of another, but we jealously guard the possessions or qualities we believe we have and refuse to share these with others. Greed for food or drink, combined with excessive indulgence in them, is called gluttony. Excessive greed for and indulgence in *** is called lust, although this term no longer carries as negative connotations as it once did.

Greed is sometimes represented by the frog.

A woodcut by Ugo da Carpi, is entitled "Hercules Chasing Avarice from the Temple of the Muses." [1]. Thomas Aquinas metaphorically described the sin of Avarice as "Mammon being carried up from Hell by a wolf, coming to inflame the human heart with Greed".

Proponents of laissez-faire capitalism sometimes argue that greed should not be considered a negative trait and should instead be embraced, as they claim that greed is a profoundly benevolent force in human affairs, as well as a necessary foundation for the capitalist system. Critics have argued this definition confuses greed with self-interest, which can be benign

أمثال
Proverbs are speech metaphors. Many of the widely known proverbs each tell a condensed story. In some cultures only elderly people use proverbs. It is not enough for one to know proverbs, one must also know how to use them in the right contexts.

Functions of Proverbs:

Proverbs often contain witty statements hence they serve as repositories of wisdom and wit.
Proverbs may sum up situations, pass judgements, recommend a course of action or serve as a past precedents for present actions.
Proverbs are used either for education, advice, counselling or criticism.
They could be used for social or moral training of children: to be honest, patient, kind, hard working etc.).
Examples of Proverbs:

Honesty is the best policy
Those who live in glass houses should not throw stones.
A bird in hand is worth two in the bush.
Two heads are better than one.
One tree does not make a forest.
Rome is not built in a day.
Look before you leap.
An apple a day keeps the doctor away.
To err is human, to forgive is divine.
Better late than never.
Beauty lies in the eye of the beholder.
All that glitters is not gold.



أهمية تعليم الطفل لغات بجاننب العربية
Children have the capacity to develop new language more naturally than do adults. Children who learn more than one language before adolescence, will acquire those languages with more ease and "native-like" ability than they would trying to study those languages as adults. Most adults who began to seriously study a second language for the first time in junior high, high school or later, look at bilingual children with envy, realizing that even years of laborious study are not likely to render them "equal" or "balanced" bilinguals. It is true that many bilingual children are not balanced bilinguals, using each of their languages with equal ability, since assuring that they have equal exposure to both languages is quite a task--sometimes an impossible task--for the parents. However, bilingual children do acquire their dominant language (or both their languages if neither is dominant) to an ability equal of that of their monolingual peers. Additionally, they acquire a piece of a second language, generally learning far more of that language far more quickly than an adult could. How well a bilingual child develops their second language can vary from a child who only knows a few phrases and some very basic vocabulary in a second language, to a child who listens and understands, but cannot or perhaps will not speak, to a balanced bilingual child who communicates in both languages with the same command as monolingual peers in both languages.

Whether a bilingual child is just dipping their toe into a second language, or actually swimming in it, that child is experiencing to some degree the richness of another language. Children that are exposed to more than one language, even if they never fully learn that language as children, have a higher capacity for foreign language learning as teens or adults. Just playing foreign language cassettes in the home, and trying to speak whatever you know of a second language to your infants and young children will help their minds expand linguistically in a way that will give them an educational advantage later.

In addition to stretching their minds intellectually, learning two languages allows children to stretching their understanding of people beyond their dominant culture. Being able to step into another culture through its language is like being able to live a second life. Although some bilingual children do not have a lot of exposure to the culture of their second language, the language itself conveys much of the culture of the people who speak that language. Further, even if children are not living with native speakers of their second language (who are fully a part of the culture associated with the child's second language) in their house or community, they are still likely to be exposed to original songs and stories from that culture. Bilingual children have some experience seeing how different cultures cause different people to interpret completely differently the exact same circumstance. [Example] Seeing two different cultures internally helps bilingual children realize that much of what is considered universal human behavior within a culture may be unique to that culture. This awareness and understanding of differences between people prepares children to reserve judgment when they see someone respond "inappropriately" to a situation.

Bilingual children not only better appreciate what is human versus what is cultural, but they are also more inclined to have a deeper appreciation of language. They understand at an early age that their is more than one way to label or discuss something. They understand that different labels for the same object or idea in different languages can have different connotations. They are more likely to see the creative possibilities of language and explore their own linguistic creativity.