The topic of my presentation is behavior, assessment of behavior and modification of behavior.
Objective related to my presentation is how u judge abnormal behavior of students in your class, to judge the abnormal behavior u must have some information regarding assessment of behavior/ behavioral observation, then how you change the abnormal or overt behavior of children. Beside these the main objective is that whenever you call by the therapist, counselor or clinical psychologist for psychological consultation than how you help him to overcome symptoms of abnormalities or the disorder. First of all I am going to give you information related to the term behavior. Every one of you are very much familiar with the term behavior you use this word many time in your class
Learning disabilities are neurologically-based processing problems. These processing problems can interfere with learning basic skills such as reading, writing and/or math. They can also interfere with higher level skills such as organization, time planning, abstract reasoning, long or short term memory and attention. It is important to realize that learning disabilities can affect an individual’s life beyond academics and can impact relationships with family, friends and in the workplace.
Learning disabilities should not be confused with learning problems which are primarily the result of visual, hearing, or motor handicaps; of mental retardation; of emotional disturbance; or of environmental, cultural or economic disadvantages.
Generally speaking, people with learning disabilities are of average or above average intelligence. There often appears to be a gap between the individual’s potential and actual achievement. This is why learning disabilities are referred to as “hidden disabilities”: the person looks perfectly “normal” and seems to be a very bright and intelligent person, yet may be unable to demonstrate the skill level expected from someone of a similar age.
There are many types of learning disabilities:
Dyscalculia
A specific learning disability that affects a person’s ability to understand numbers and learn math facts. Individuals with this type of LD may also have poor comprehension of math symbols, may struggle with memorizing and organizing numbers, have difficulty telling time, or have trouble with counting. * Shows difficulty understanding concepts of place value, and quantity, number lines, positive and negative value, carrying and borrowing * Has difficulty understanding and doing word problems * Has difficulty sequencing information or events * Exhibits difficulty using steps involved in math operations * Shows difficulty understanding fractions * Is challenged making change and handling money * Displays difficulty recognizing patterns when adding, subtracting, multiplying, or dividing * Has difficulty putting language to math processes * Has difficulty understanding concepts related to time such as days, weeks, months, seasons, quarters, etc. * Exhibits difficulty organizing problems on the page, keeping numbers lined up, following through on long division problems

Dysgraphia
A specific learning disability that affects a person’s handwriting ability and fine motor skills. Problems may include illegible handwriting, inconsistent spacing, poor spatial planning on paper, poor spelling, and difficulty composing writing as well as thinking and writing at the same time. * May have illegible printing and cursive writing (despite appropriate time and attention given the task) * Shows inconsistencies: mixtures of print and cursive, upper and lower case, or irregular sizes, shapes or slant of letters * Has unfinished words or letters, omitted words * Inconsistent spacing between words and letters * Exhibits strange wrist, body or paper position * Has difficulty pre-visualizing letter formation * Copying or writing is slow or labored * Shows poor spatial planning on paper * Has cramped or unusual grip/may complain of sore hand * Has great difficulty thinking and writing at the same time (taking notes, creative writing.)
Dyslexia
A specific learning disability that affects reading and related language-based processing skills. The severity can differ in each individual but can affect reading fluency, decoding, reading comprehension, recall, writing, spelling, and sometimes speech and can exist along with other related disorders. Dyslexia is sometimes referred to as a Language-Based Learning Disability. * Reads slowly and painfully * Experiences decoding errors, especially with the order of letters * Shows wide disparity between listening comprehension and reading comprehension of some text * Has trouble with spelling * May have difficulty with handwriting * Exhibits difficulty recalling known words * Has difficulty with written language * May experience difficulty with math computations * Decoding real words is better than nonsense words * Substitutes one small sight word for another: a, I, he, the, there, was
Language Processing Disorder
A specific type of Auditory Processing Disorder (APD) in which there is difficulty attaching meaning to sound groups that form words, sentences and stories. While an APD affects the interpretation of all sounds coming into the brain, a Language Processing Disorder (LPD) relates only to the processing of language. LPD can affect expressive language and/or receptive language. * Has difficulty gaining meaning from spoken language * Demonstrates poor written output * Exhibits poor reading comprehension * Shows difficulty expressing thoughts in verbal form * Has difficulty labeling objects or recognizing labels * Is often frustrated by having a lot to say and no way to say it * Feels that words are “right on the tip of my tongue” * Can describe an object and draw it, but can’t think of the word for it * May be depressed or having feelings of sadness
Memory
Three types of memory are important to learning. Working memory, short-term memory and long-term memory are used in the processing of both verbal and non-verbal information. If there are deficits in any or all of these types of memory, the ability to store and retrieve information required to carry out tasks can be impaired. 1. “Working memory” refers to the ability to hold on to pieces of information until the pieces blend into a full thought or concept. For example, reading each word until the end of a sentence or paragraph and then understanding the full content. 2. “Short-term memory” is the active process of storing and retaining information for a limited period of time. The information is temporarily available but not yet stored for long-term retention. 3. “Long-term memory” refers to information that has been stored and that is available over a long period of time. Individuals might have difficulty with auditory memory or visual memory.

Attention Deficit Hyperactivity Disorder
A disorder that includes difficulty staying focused and paying attention, difficulty controlling behavior and hyperactivity. Although ADHD is not considered a learning disability, research indicates that from 30-50 percent of children with ADHD also have a specific learning disability, and that the two conditions can interact to make learning extremely challenging.
Attention deficit hyperactivity disorder (ADHD) is one of the most common childhood disorders and can continue through adolescence and adulthood. Symptoms include difficulty staying focused and paying attention, difficulty controlling behavior, and hyperactivity (over-activity).
ADHD has three subtypes: * Predominantly hyperactive-impulsive * Most symptoms (six or more) are in the hyperactivity-impulsivity categories. * Fewer than six symptoms of inattention are present, although inattention may still be present to some degree. * Predominantly inattentive * The majority of symptoms (six or more) are in the inattention category and fewer than six symptoms of hyperactivity-impulsivity are present, although hyperactivity-impulsivity may still be present to some degree. * Children with this subtype are less likely to act out or have difficulties getting along with other children. They may sit quietly, but they are not paying attention to what they are doing. Therefore, the child may be overlooked, and parents and teachers may not notice that he or she has ADHD. * Combined hyperactive-impulsive and inattentive * Six or more symptoms of inattention and six or more symptoms of hyperactivity-impulsivity are present. * Most children have the combined type of ADHD.
Inattention, hyperactivity, and impulsivity are the key behaviors of ADHD. It is normal for all children to be inattentive, hyperactive, or impulsive sometimes, but for children with ADHD, these behaviors are more severe and occur more often. To be diagnosed with the disorder, a child must have symptoms for 6 or more months and to a degree that is greater than other children of the same age.
Children who have symptoms of inattention may: * Be easily distracted, miss details, forget things, and frequently switch from one activity to another * Have difficulty focusing on one thing * Become bored with a task after only a few minutes, unless they are doing something enjoyable * Have difficulty focusing attention on organizing and completing a task or learning something new * Have trouble completing or turning in homework assignments, often losing things (e.g., pencils, toys, assignments) needed to complete tasks or activities * Not seem to listen when spoken to * Daydream, become easily confused, and move slowly * Have difficulty processing information as quickly and accurately as others * Struggle to follow instructions.
Children who have symptoms of hyperactivity may: * Fidget and squirm in their seats * Talk nonstop * Dash around, touching or playing with anything and everything in sight * Have trouble sitting still during dinner, school, and story time * Be constantly in motion * Have difficulty doing quiet tasks or activities.
Children who have symptoms of impulsivity may: * Be very impatient * Blurt out inappropriate comments, show their emotions without restraint, and act without regard for consequences * Have difficulty waiting for things they want or waiting their turns in games * Often interrupt conversations or others' activities.
Conduct Disorder
The essential feature of Conduct Disorder is a repetitive and persistent pattern of behavior by a child or teenager in which the basic rights of others or major age-appropriate societal norms or rules are violated. These behaviors fall into four main groupings: aggressive conduct that causes or threatens physical harm to other people or animals, nonaggressive conduct that causes property loss or damage, deceitfulness or theft, and serious violations of rules time and time again.
Specific Symptoms of Conduct Disorder
Conduct Disorder is characterized by a repetitive and persistent pattern of behavior in which the basic rights of others or major age-appropriate societal norms or rules are violated, as manifested by the presence of three (or more) of the following criteria in the past 12 months, with at least one criterion present in the past 6_months:
Aggression to people and animals * often bullies, threatens, or intimidates others * often initiates physical fights * has used a weapon that can cause serious physical harm to others (e.g., a bat, brick, broken bottle, knife, gun) * has been physically cruel to people * has been physically cruel to animals * has stolen while confronting a victim (e.g., mugging, purse snatching, extortion, armed robbery) * has forced someone into sexual activity
Destruction of property * has deliberately engaged in fire setting with the intention of causing serious damage * has deliberately destroyed others’ property (other than by fire setting)
Deceitfulness or theft * has broken into someone else’s house, building, or car * often lies to obtain goods or favors or to avoid obligations (i.e., “cons” others) * has stolen items of nontrivial value without confronting a victim (e.g., shoplifting, but without breaking and entering; forgery)
Serious violations of rules * often stays out at night despite parental prohibitions, beginning before age 13 years * has run away from home overnight at least twice while living in parental or parental surrogate home (or once without returning for a lengthy period) * is often truant from school, beginning before age 13 years

Make a précis of the following:

During the last five hundred years religious thought in Islam has been practically stationary. There was a time when European thought received inspiration from the world of Islam. The most remarkable phenomenon of modern history, however, is the enormous rapidity with which the world of Islam is spiritually moving towards the West. There is nothing wrong in this movement, for European culture, on its intellectual side, is only a further development of some of the most important phases of the culture of Islam. Our only fear is that the dazzling exterior of European culture may arrest our movement and we may fail to reach the true inwardness of that culture. During all the centuries of our intellectual stupor Europe has been seriously thinking on the great problems in which the philosophers and scientists of Islam were so keenly interested. Since the Middle Ages, when the schools of Muslim theology were completed, infinite advance has taken place in the domain of human thought and experience. The extension of man’s power over Nature has given him a new faith and a fresh sense of superiority over the forces that constitute his environment. New points of view have been suggested, old problems have been re-stated in the light of fresh experience, and new problems have arisen. It seems as if the intellect of man is outgrowing its own most fundamental categories - time, space, and causality. With the advance of scientific thought even our concept of intelligibility is undergoing a change. The theory of Einstein has brought a new vision of the universe and suggests new ways of looking at the problems common to both religion and philosophy. No wonder then that the younger generation of Islam in Asia and Africa demand a fresh orientation of their faith. With the reawakening of Islam, therefore, it is necessary to examine, in an independent spirit, what Europe has thought and how far the conclusions reached by her can help us in the revision and, if necessary, reconstruction, of theological thought in Islam. Besides this it is not possible to ignore generally anti-religious and especially anti-Islamic propaganda in Central Asia which has already crossed the Indian frontier. Some of the apostles of this movement are born Muslims, and one of them, Tewfak Fikret, the Turkish poet, who died only a short time ago, has gone to the extent of using our great poet-thinker, Mirza ‘Abd al-Qadir Bedil of Akbarabad, for the purposes of this movement. Surely, it is high time to look to the essentials of Islam. In these lectures I propose to undertake a philosophical discussion of some of the basic of ideas of Islam, in the hope that this may, at least, be helpful towards a proper understanding of the meaning of Islam as a message to humanity. Also with a view to give a kind of ground-outline for further discussion, I propose, in this preliminary lecture, to consider the character of knowledge and religious experience.
During the last five hundred years religious thought in Islam has beenpractically stationary.
The most remarkable phenomenon of modern history is the enormous rapiditywith which the world of Islam is spiritually moving towards the West.There is nothing wrong in this movement, for European culture, on itsintellectual side, is only a further development of some of the most importantphases of the culture of Islam.During all the centuries of our intellectual stupor Europe has been seriouslythinking on the great problems in which the philosophers and scientists of Islamwere so keenly interested.No wonder then that the younger generation of Islam in Asia and Africa demanda fresh orientation of their faith.With the reawakening of Islam it is necessary to examine, in an independentspirit, what Europe has thought and how far the conclusions reached by her canhelp us in the revision and, if necessary, reconstruction, of theological thoughtin Islam.In these lectures I propose to undertake a philosophical discussion of some ofthe basic of ideas of Islam, in the hope that this may, at least, be helpfultowards a proper understanding of the meaning of Islam as a message tohumanity. Correct the following sentences: 1. When he entered in my room, he was all drenched and cold. 2. As the clouds set in and light became insufficient, we had to wind up the match early. 3. The property was transferred to his son after his death. 4. On the onset of winter the lake freezed rapidly and boats could no longer be used. 5. Hay! Watch out for the car. 6. He hadn’t ought to have spoken. 7. If he was the President of our chamber, situation would have been diametrically opposite. 8. Waiting for the results of the final examination, the student's nerves were on edge; she could not sleep properly or eat normally. 9. Sara recounted her improbable tale with enthusiasm and in a convincing manner. 10. The presence of strong feeling, the cause of which is not fully understood, always has the effect of making we human beings uneasy. Write a para of 600-750 words on any one of the following: · Childhood memories: A cherishable treasure · Military supremacy: A dreadful dream of super powers

1) Women marked International Women's Day around the world with vibrant calls for unity for advance sexual equality and women's rights. 2) In Tehran several hundred of Iranian female activists staged a rally to mark of International Women's Day, despite of warnings from authorities that the gathering was illegal. (Omit 3 words) 3) The United Nations urged man to reject violence against woman in order to protect their daughter from the AIDS pandemic. (Three errors) 4) The Vatican asked the United Nations to condemn all sexual violence against women in a submission to the Commission on the Status of Women meet in New York. 5) Palestinian leader Yasser Arafat meanwhile called on women a world over to oppose the Israeli occupation in the speech marking International Women's Day. (two errors) 6) In Italy, men reported spent five million euros (6.2 million dollars) sending text messages on their cell phones to tell the women in their lives how much they appreciate them. 7) And Italian President Carlo Azeglio Ciampi exhorted his countrywoman to have more babies, saying legislation must ensure that work and motherhoods are compatible and would spur the country's development. (two errors) 8) Several governments payed lip service to the women's cause. 9) Stalinist North Korea also marked the day with a call for women to give birth to more children and take a leading role in revive the country's moribund economy. 10) In Norway, often a pioneer in issues of gender equality, Prime Minister Kjell Magne Bondevik said the country was in its way toward reaching its goal of becoming the first country with women in at least 40 percent of public sector management positions.
The February Revolution replaced the Tsar with the Russian Provisional Government, 1917 which was itself overthrown by the Bolshevik Revolution of 1917. The Russian army, exhausted by its participation in World War I, was in the final stages of disintegration and collapse. Even though Bolshevik influence in the ranks was strong, the officer corps was staffed with many who violently opposed communism. The Bolsheviks perceived the Tsarist army to be one of the foundations of the hated old regime, and decided to abolish it in favor of establishing a new military loyal to the Marxist cause. Thus the core of the Tsarist army became the core of the Russian Provisional Government army which became the core of the White Army, which in intermittent collaboration with interventionist forces from outside Russia (Japanese, British, French,American) battled the Red Army during the Russian Civil War.
On January 28, 1918 the Bolshevik leader Vladimir Lenin decreed the establishment of the Red Army, officially merging the 20,000 Red Guards, 60,000 Latvian red riflemen with 200,000 Baltic Fleet sailors and a handful of sympathetic Petrograd garrison soldiers. Leon Trotsky served as their first commissar for war.
The early Red Army was egalitarian and therefore poorly disciplined. The Bolsheviks considered military ranks and saluting to be bourgeois customs and abolished them; soldiers now elected their own leaders and voted on which orders to follow. This arrangement was abolished, however, under pressure of the Russian Civil War (1918–21), and ranks were reinstated.
During the civil war, the Bolsheviks fought counterrevolutionary groups that became known as the White armies as well as armies sponsored by Russia's former allies such as the Britain and France, which saw a need to overthrow the Bolshevik government. The Red Army enjoyed a series of initial victories over their opponents, and in a surge of optimism Lenin ordered the Soviet Western Army to advance West in the vacuum created by the German forces retreating from the Ober-Ost areas. This operation swept the newly formed Ukrainian People's Republic and Belarusian People's Republic and eventually lead to the Soviet invasion of Second Polish Republic, a newly independent state of the former Russian Empire. By invading Poland and initiating the Polish-Soviet War the Bolsheviks expressed their belief that they would eventually triumph over opposing capitalist forces both at home and abroad.
The overwhelming majority of professional officers in the Russian army were of nobility (dvoryanstvo); moreover, most of them had joined the White armies. Therefore the Workers' and Peasants' Army initially faced a shortage of experienced military leaders. To remedy this, the Bolsheviks recruited 50,000 former Imperial Army officers to command the Red Army. At the same time, they attached political commissars to Red Army units to monitor the actions and loyalty of professional commanders, formally termed as "military specialists" (voyenspets, for voyenny spetsialist). By 1921 the Red Army had defeated four White armies and held off five armed foreign contingents that had intervened in the civil war, but began to face setbacks in Poland.
Polish forces managed to break a long streak of Bolshevik victories by launching a bold counteroffensive at the Battle of Warsaw in August 1920. At Warsaw the Red Army suffered a defeat so great and so unexpected that it turned the course of the entire war and eventually forced the Soviets to accept the unfavorable conditions offered by theTreaty of Riga, signed on March 18, 1921. It was the biggest defeat of the Red Army in history.
After the civil war, the Red Army became an increasingly professional military organization. With most of its five million soldiers demobilized, the Red Army was transformed into a small regular force, and territorial militias were created for wartime mobilization. Soviet military schools, established during the civil war, began to graduate large numbers of trained officers loyal to the Soviet power. In an effort to increase the prestige of the military profession, the party reestablished formal military ranks, downgraded political commissars, and eventually established the principle of one-man command.
A superpower is a state with a dominant position in international relations and is characterized by its unparalleled ability to exert influence or project power on a global scale. This is done through the means of both military and economic strength, as well as diplomatic and soft power influence. The term was first used to describe nations with greater than great power status as early as 1944, but only gained its specific meaning with regard to the United States, the British Empire and the Soviet Union after World War II. This was because the United Kingdom, the United States and the Soviet Union had proved themselves to be capable of casting great influence in global politics and military dominance. United Sates, British Empire and Soviet Union are the well known superpowers of the past. The Soviet Union, Union of Soviet Socialist Republics (USSR) was founded in 1924 after the end of the monarchy of the czar

The Soviet totalitarian regime held the many nations of the USSR together for almost three quarters of a century; the disintegration of this political system brought with it economic and political instability as well as civil wars in the separated states.