Three Theories Of Language Acquisition Psychology Essay

Three Theories Of Language Acquisition Psychology Essay One of the most important things to know as a student of speech and language therapy is the history of language acquisition theories. These theories form the foundation of common practice and have informed the development of the therapies that we will use as speech and language therapists. This essay will discuss and present arguments for three theories of acquisition: the behaviourist model, the social interactionist model, and the information processing model. Each theory will also be discussed in terms of its application to clinical practice. The behaviourist model of language acquisition came about in the 1940-50s when a lot of research was being done on learning theory and B.F. Skinner is probably the most well-known of the behavioural theorists. According to behavioural theory, all human behaviour is learned. When a person does something it is either positively or negatively reinforced; if the behaviour is positively reinforced its frequency will increase and if the behaviour is negatively reinforced its frequency will decrease and eventually stop. For example, if a child wants to put his hand on the hot stove the pain that this causes will be a negatively reinforcement and he will learn not to touch the stove. Behaviourism suggests that more complex behaviours can also be learned in this way. They argue that this can be done by one behaviour triggering the next (chaining) or by, over time reinforcing a behaviour in a way that it moves towards an ultimate target behaviour. According to Skinner (Owens,2008) humans learn everything through this manner of conditioning, including language. Skinner believed that a child sees models of language in adult communication and when the child imitates this communication, this behaviour is positively reinforced by adults. Skinner theorised that during language acquisition, when a child makes an error adults give the child negative reinforcement and when a child produces the correct language the adult gives positive reinforcement thereby conditioning the child to use the correct form. In terms of word learning, behaviourists suggest that when the child realises a word is associated with an object (e.g. ball), the presence of the object becomes the stimulus for that word. Thus, once the child knows the word ball whenever he sees the ball it will activate the word in his mind so he can say it. In terms of learning sentences, behaviourists believe that the child does this in the same manner as words or through the technique of successive approximation. For exampl e, a child hears Please pass the ball but this is too complex so he way say pass ball instead. As the child gets older the adults in his environment gradually shape his utterance into an adult form through the use of modelling, imitation, and reinforcement (Owens,2008) so that eventually he uses the correct form. As the influence of a childs environment on language has become clearer, the importance that behaviourists set on the environment has been supported (Owens, 2008). Over the years, the practice of speech and language therapy has been influenced by the behaviourist model. For example, two techniques from this model that are directly applicable to clinical practice are modelling and reinforcement. In therapy, modelling is often used with children with speech difficulties. One way in which it can be used is for the therapist to model the sound and bring the childs attention to how it is formed so that they can do it themselves. Using reinforcement is also an important aspect of therapy and a therapist can use it by setting up activities in a manner that positively reinforces the correct pronunciation. For example, a minimal pair therapy where the child gets a sweet when he pronounces the phoneme correctly. According to Owens(2008) there is evidence for the importance of modelling and rei nforcement in children as young as 9 months old; this is seen in the fact that by 9 months old a childs inventory of sounds consists mainly of those that have been said in his environment. In other words, although the child is not speaking the same sounds are constantly being modelled and reinforced in his environment and these are the sounds that will be needed for his speech. A third useful technique for therapists that is suggested by the behaviourist model is imitation. An example of a potential use for imitation in therapy would be with a child who needs to become more aware of his speaking volume or rate- the therapist could have him imitate her speaking at different volumes and different paces to increase his awareness. Evidence to support the usefulness of imitation for generalising sentence structure has been found by Whitehurst and Novak (1973)(Bohannon Bonvillian, 1993). The behaviourist model of language acquisition has attracted a lot of criticism over the past decades, much of it brought forward by Chomsky (Owens,2008) who then presented a linguistic model of language acquisition. One of the primary criticisms of the behaviourist model is the fact that it is impossible for a child to be taught every sentence that he ever will have to use- and the behaviourist model doesnt account for an ability to create novel sentences. Another criticism is the fact that parents dont use reinforcement consistently and in fact sometimes positively reinforce childrens errors (Owens,2008). Additionally, Chomsky (Owens, 2008) noted that adult speech is full of errors and ungrammatical utterances and therefore would not provide a good model for children to learn from. As one of the earliest models of language acquisition, this model has been very influential in development of treatments. Our task as future clinicians is to draw ideas from its strengths while keeping in mind the criticisms that have been set forward. The second theory of language acquisition chosen for this essay was social interaction theory. This model was developed in response to the behavioural and linguistic theories of language acquisition and incorporates aspects of both of these. The social interaction theory suggests that language develops because of its social-communicative function. According to this theory, not only do we have an innate predisposition to language but many environmental factors also affect the course of language development (Bohannon Bonvillian,1993); the predisposition to language is seen as innate but the structure of language is not. In this model, the relationship between children and their linguistic environment is seen as a dynamic one in which both are dependent on each other for efficient social communication and development of language skills (Bohannon Bonvillian, 1993). According to this model, social interaction is what conventionalises a childs language structure. Social interactionists b elieve that the child uses techniques to develop his or her language such as imitation or rote learning and the environment also adjusts itself to facilitate language learning by the child; as the child shows an increased ability to understand more complex language, the linguistic environment also increases in complexity (Bohannon Bonvillian,1993). The type of language that parents often use with children is referred to by social interactionists as Child Directed Speech (CDS). Child directed speech includes communication techniques such as motherese, imitation, and scaffolding. This model suggests that children cue their parents to supply CDS and that the function of CDS is to activate the linguistic tendencies of the child (Bohannon Bonvillian,1993). According to this model, these techniques are used by adults to slowly build the childs language while enabling adults and children to communicate more effectively (Bohannon Bonvillian,1993). A strength of the social interactionist model is that because it drawn on the behariourist and linguistic models it incorporates strengths from both. Much of the evidence for the social interactionist model comes from studies that look at how caregiver-child interactions and CDS assist in language development. One of the big strengths of this model is the fact that it can account for the pragmatic aspects of language. According to Berko Gleason and Weintraub (1976), imitation and rote learning are used by children to learn things like social conventions (e.g. Thank-you) and Ninio and Snow(1999) (Bohannon Bonvillian, 1993) have shown that this model also accounts for the aspects of language that need to be learned socially. E.g. turn-taking, context, cultural conventions. Further evidence has been found for the effect of social interaction on a childs developing vocabulary in a study by Tomasello and Farrar (1986)(Bohannon Bonvillian, 1993)who found that if a mother talks about the objects a child is looking at the child tends to develop a larger and earlier initial vocabulary. Snow (1972, 1977, 1999)(Bohannon Bonvillian, 1993) has also found evidence for the fact that parents adjust their communication and use different communication techniques to help them communicate more effectively with their child. The social interactionist model has also attracted criticisms since its development. One of the most important things to take into account when looking at this model is the fact that because it is quite young many aspects of it have not been tested. Also related to this is the criticism that social interactionists are seeing causation where there is only correlation (Bohannon Bonvillian,1993)- that it is impossible to tell from the studies being done whether a language delay is due to the parents lack of CDS or if the lack of CDS was a response of the parent to the language delay already present in the child (Bohannon Bonvillian,1993). A number of studies have also been carried out related to child directed speech and have found that CDS may not be as simplified as we believe it to be (Bohannon Bonvillian, 1993). In addition to this, Shatz (1982)(Bohannon Bonvillian, 1993) argued that there is no mechanism specified for how CDS actually works to improve child language. These crit icisms are important to take into account and place further emphasis on the importance of having a evidence-based practice. The social interactionist model can both inform how an SLT approaches therapy and provide ides for practical application in clinical practice. This model suggests that children learn through the process of scaffolding. As a therapist this would sugest that therapy be approached by starting a child off with easier tasks and then gradually raising the difficulty level as he improves. The principle of scaffolding could also be applied to choosing target sounds for phonological therapy. For example, starting with sounds that are developmentally earlier and easier to say. An example of a therapy that uses scaffolding and that is frequently used by therapists is minimal pair therapy (Williams et al., 2010). Another way to apply the social interactionist model in clinical practice would be to help the parents strengthen their use of child directed speech and show them how to incorporate effective language learning into their daily routines with the child. An example of a program that uses this type of technique is the Hanen approach. This is a therapy technique that emphasises the importance of parental involvement in a childs lan guage development. The program places importance on both the treatment of children and the training of parents to help them incorporate language learning more effectively into their everyday lives. (The Hanen Centre, 2011) The final model of language acquisition used for this essay was the information processing model. The information processing model is a cognitive view of language development which arose along with other interactionist approaches in the 1960s and 70s as a lot of research into the field of cognition was being carried out. As other aspects of human cognition such as memory and perception were coming to be seen as similar to the workings of a computer, some theorists began exploring whether language development could be explained in a similar manner (Bohannon Bonvillian,1993). This model theorises that language is acquired in the same way as many other behaviours; the brain receives stimuli, interprets it, stores it, and then can generate the proper output by retrieving the stored information (Bohannon Bonvillian,1993). According to the information-processing model, humans have an innate ability to learn language due to the presence of a mechanism called the Parallel Distributed Processor (PDP) (Bohannon Bonvillian,1993) however, like other interactionist models this theory also suggests that the environment plays an active role in language acquisition. According to this model, the parallel distributed processor works by enabling children to learn language through example and reinforcement. The PDP is a network of nodes and pathways modelled on the neural pathways in the brain. The nodes are connected by many levels and layers of pathways. The information processing model is sometimes called the connectionist model for this reason. The nodes receive input from pathways coming from many other nodes and if enough pathways stimulate a node the node will activate and a certain output will be generated. One of the most well-known aspects of the information processing theory is the Competition Model (Bohannon Bonvillian, 1993) which attempts to explain how exactly these pathways and nodes generate linguistic output. According to this, a child has multiple possible forms of a word in their head (e.g. past tense of Æ’Â   or ) which compete to represent a meaning. The form that ends up being used is determined by the number of nodes and pathways that are activated for each form. For example, a child learning to say the past tense of may not know yet whether the proper form is or . When the child decides to say this word, the pathways for both and would be activated as possible outputs. If the child chooses to say the correct option that pathway will be strengthened and the pathway for the incorrect response will be weakened. If the child chooses to say the incorrect option () and discovers that this is incorrect, that pathway will be slightly downgraded and the other pathway that should have been activated, , will be slightly strengthened. Eventually, over time and through experience the childs PDP system will agree on the true form of a word and produce a consistent, correct output. This is the manner in which children are seen to learn words and grammar. Over the years this model has accumulated evidence both in favour of it and against it. A strength of this model is that it accounts for many aspects of language learning such as how children learn frequently used forms more quickly than other less frequently used forms (Bohannon Bonvillian, 1993). It also accounts for both the appearance of overregularisation errors and their disappearance. Additionally, in a study by Meyer and Schwaneveldt (1971) (Bohannon Bonvillian, 1993), it was found that when a word is used it primes (subconsciously makes us think of) other related words therefore there must be some spreading activation in the language processor. This provides evidence for the existence of interconnected pathways. Much of the other supporting evidence comes from the experimental computerised model of the PDP. In 1987, Rummelhart and McClelland (Bohannon Bonvillian, 1993) ran simulations on this model and found that in the case of simulating past-tense learning and producti on they got very similar learning patterns to those found in children. Additionally, when part of the language network of the PDP was shut down to simulate brain damage, the resulting performance was very similar to the deficits found in brain-damaged human patients (Bohannon Bonvillian, 1993). Studies by Elman (1993)(Bohannon Bonvillian, 1993) using the same computerised model have shown that the learning ability of the system extends beyond words and can also account for the development of the syntactic system if enough examples of adult language are given. While this model has many strengths, there are also significant weaknesses. First of all, while it can account for the formation of language, it does not account for the acquisition of semantics. Additionally, as admitted by Rohde and Plaut (1999)(Bohannon Bonvillian, 1993), it doesnt take into account the social aspect of conversation, in other words, how we decipher language in relation to the social situation and how that affects what we say. Another criticism of the model of the PDP mechanism is that while it does well with information that is presented all at once (e.g. a picture), it has trouble with serial processing (Bohannon Bonvillian, 1993). This poses a problem since language is serial by nature. Another common criticism of this theory is that information processing theorists make too much of the superficial similarities between the brain and the proposed PDP when there are actually many differences (Bohannon Bonvillian, 1993). A strength of this model is the fact that it may give insight into how to approach the treatment of problems relating to the grammatical structures of language. For example, the PDP system showed it could learn proper grammar through bombardment. Therefore, according to this model, bombardment will allow the child to internalise the desired structure because the input pathways will be provided with enough adult-level examples to form the correct pathway. As an application in therapy then, this suggests that the SLT could choose exercises in which the child hears the correct structure over and over again. The PDP model also suggests that each structure must be worked on separately in treatment because they all use different pathways. For example, if past tense is the problem then regular past tense must be worked on and once that structure overgeneralises then the exceptions should be targeted. As an application in clinical practice then, if the child is trying to acquire regular and irregular past tense, the SLT should start with treatment of the regular past tense, wait for that pattern to overgeneralise and then work on individual irregular past tense verbs. Both imitation and repetition are also implied as practical applications of this model in clinical practice. By having the child imitate the proper form it is suggested that both the proper input and output pathways will be activated, therefore helping the child to solidify the correct one more quickly. Similarly, by eliciting the child to repeat the proper form this model implies that the correct language pathway to solidify more quickly. In a study by Whitehurst and Novak (1973) imitation was shown to be effective in helping children solidify specific rules in their own speech and the techniques of bombardment and repetition were used as part of the treatment in a study by Seeff-Gabriel et al.(2012) which had success in a child learning to generalise the regular past tense. It is important to note that while these treatments may be effective in some cases, as previously mentioned, there is criticism for the information- processing model. It is our duty as future clinicians to look further into the research and study the effectiveness of these approaches before spending long periods of time on them with patients. All of the theories discussed here have strengths and weaknesses and all of them have implications for clinical practice. Depending on which theory an SLT is influenced by, the therapeutic approach will be different. One of the keys to being a good speech and language therapist is the ability to look at these different models and see how their strengths can be applied to create effective therapy for the client. In addition to this however, it should be kept in mind that these are only theories of language acquisition and that while we should be very aware of the theoretical underpinnings that influence the therapy and techniques we use, our aim should not be to create a practice based solely on theories. Our aim needs to be to create an evidence-based practice guided by the continuing advances in theories and current research.

Montessori Practical life Essay

Most children are passionately interested in practical life activities because the activities respond to all the sensitive periods (important periods of childhood development). Practical life activities build a foundation on which the children will grow and carry over into the other areas of the classroom, and over in to their every day life. The Montessori Practical Life exercises respond to the need for: Order of activities (sequences, routine, hierarchy, a cycle or full rotation of an activity) Movement. All practical life activities involve great movements that are varied and attractive. The variety of movements help the child’s self-awareness within the environment and increase the child’s acquisition of intelligent movement. Sensorial exploration (sights, sounds, smells, and eventually language). Needs and tendencies are responded to, to help the children adapt so that they can actively participate and grown within their environment. A child’s love of work. Practical life activities feed their natural desire to work and play an active role in their environment. Practical Life Lessons Guide Children 1. Construction and integration of the child’s personality through their freedom of choice, and through the variety of their choices. Freedom of choice is necessary for the healthy development of the will. 2. Spontaneous purposeful activity that is only possible when children are allowed to exercise their curiosity through repetition. It is only through repetition that abstraction is possible. This abstraction brings about a feeling of completion for the growing child. 3. Development of co-ordination of movement. The child thinks of the activity, wills himself to the activity, and then does the activity. 4. Development of the physical, mental, and emotional aspects of the child. 5. Purposeful movement that helps the development of the mind, and a sense  of achievement. The development of the child’s mind, movement, and senses will in turn, develop the will. 6. Concentration. The child will concentrate on completing an activity as perfectly as possible; all activities are intelligible, logical, sequential, and exact. Children will internalize this and try to repeat the exercises as perfectly as possible; all exercises have a motive for perfection. 7. Orderly work habits. The children need to internalize presentations in an orderly manner in order to reproduce it in an orderly manner. 8. The practical life exercises develop logical thought through the definite logic in the exercises. There is a beginning, middle, and end to each exercise. 9. The exercises give the children a sense of responsibility from the result of freedom (freedom which is a result of co-ordination of movement and awareness of the environment). Children have the freedom and ability to exercise their will within their environment. 10. Social development. All of the practical life exercises teach the children grace, courtesy, patience, and respect. These elements of social development are re-enforced through the actions of the other children and through the actions of the teacher. 11. Establish a sense of reality, rooted in real activities (nothing is make-believe). Exercises are lucid, logical, and realistic. This helps the children pursue reality. If an activity is not meaningful and purposeful than the mind cannot develop or construct itself. 12. Emotional stability helps the children become familiar with the real world and their environment. It builds self-esteem, and through that, their dignity will flourish. Materials and activities are therapeutic, meaning the mind and body work together. Scope and Sequence of the Montessori Practical Life area Before beginning you must observe the child, know what kind of activities they are drawn to, and understand their current skills and abilities. Not all children will be capable of each activity in the order it is shown below. The order below is a guideline only – not a steadfast rule. It is possible to skip over certain activities as long as the next activity the child chooses does not require knowledge/skill that the child does not yet have. The key is to follow the child and offer appropriate activities according to their abilities. The goal is always to set the child up for success. That’s not to say that the child won’t have to work through an activity and repeat it over and over again before being successful. The child needs to be adequately prepared for the activity, physically and mentally. And last, but not least, adults must use their own judgment and decide if an activity is safe for the child. Many practical life activities do not require expensive ‘Montessori materials’ to be effective. As well, practical life activities will vary from culture to culture. You can read Practical Life Lessons and Practical Life FAQ’s for more information. If you are homeschooling your child and wish to have a little more theory and direction on the presentation of Practical Life materials you can purchase our Practical Life Teaching Manual.

Poverty in Canada Essay

Poverty in Canada has been a long debate on the political and social fronts of the community. According to 2005 reports, an estimated over ten percent of the Canada population are living in poverty. Of much concern is the ever increasing rate of homelessness experienced in the nation over the past two decades (Lee, 2000). However, numerous reports have indicated that the measure of poverty in Canada is negated by the government’s failure to have a definite method of measuring poverty levels. True to the letter, Canadians are current faced with the debate on whether absolute or relative measure of poverty is the best in determining poverty levels in the nation. Nevertheless, numerous measures have been put in place to promote poverty reduction strategies in many provinces of Canada. In addition, non-governmental organizations are increasingly engaging in community based poverty reduction projects. This paper is written as a discussion on poverty in Canada. The author will in particular look at the statistics of poverty in the nation, how poverty is measured in Canada, and the current poverty reduction measures being implemented. Poverty in Canada Poverty in Canada has been an historical issue for many centuries. According to available statistical information, poverty in the nation remains a swing between economic growth and recession as well as numerous evolving initiatives by the government to assist low income members of the community (Raphael, 2002). This information still indicates the emergence of organized assistance to the poor in the twentieth century. True to available literature, most of the poor assistance programs are generally funded by the church. This is evident from the catholic encyclopedia, which funds approximated over eighty seven hospitals in the Canadian nation catering for the poor members of the community (Surhone, 2009). On the other hand, the government has been on the forefront in addressing poverty issues among its citizens. Such can be historically evident from the establishment of the Canada’s welfare state after the great depression as was initiated by Bennett and Mackenzie King. Nevertheless, the problem of poverty in Canada is still a major threat to the sustainable social and economic development of the Canadians. From a 2003 statistical reports, an estimated poverty rate of over 10% has been reported (Raphael, 2002). This percentage has been confirmed by the central intelligence agency as an official value although the absolute rate is undoubtedly expected to be higher. However, the Canadian federal government seems not to agree with this value and have published a current poverty rate to have gone down for the past sixty years to a value less than five percent (Raphael, 2002). This value was determined on the basis of the basic needs poverty measure and deviates very much from what is perceived to be real. Many organizations top on the list being the Fraser institute have not appreciated this value and depict the Canadian federal government as extremely exaggerative. The above contradiction between the government and these conservative organizations has been compounded by the fact that the Canadian federal government has failed to endorse any metric measure of poverty including but not limited to the low income cut off. Altogether, the Canadian federal government seems to have realized the impact of poverty to the society and have employed several measures to reduce it. This is evidenced by the continued decline of poverty in the recent time 1996 when recession which was marked with low income rates. For instance, statistics shows that the less fortunate people such as the physically disabled, mentally ill, and single parent mothers are experiencing higher income rates. Students and recent immigrants have at least higher or average low income rate hence they can afford the basic needs. Measures of poverty in Canada The establishment of an official poverty measuring system in America has been marked with many controversies top on the list being the fact that politicians have failed to agree on a precise definition of poverty (Groot-Maggett, 2002). The have therefore ignored the interest of statistics Canada of defining poverty by it unable and unworthy to determine what is necessary to be a basic necessity. The government and some research institutes use different methods to estimate the extent of poverty of poverty in Canada. However, a debate has emerged on the supremacy of absolute and relative methods of measuring the depth of poverty. The author of this paper discuses both the absolute and the relative measures of poverty. One of the absolute measures of poverty is the basic needs poverty measure. According to libertarian Fraser institute’s economist Chris sarlo, the basic needs poverty measure was conceived to be a poverty threshold (Groot-Maggett, 2002). According to this basic needs approach of poverty, basic needs are those things which are required by people for their physical goods over a long time depending on the current living standards of that particular society. This measure was designed based on different information obtained fro various sources which include but not limited to statistics Canada. An extensive assessment of how much a person can spend in the house was established to give this measure the originality and substance it deserves. This was accomplished by examining the cost of various things which where perceived to meet the above definition of basic need. This included food, clothing, shelter, personal care, transport and communication for different types of societies. Based on the above research and by putting inconsideration the family size, the number of families which had insufficient income to cater for those necessities were determined. Earlier on, the amount of income required to cater for the basic necessities was determined on the basis of gross income which was inclusive of old age pensions and employment insurances. Currently however, the net income has been used the financial ability of a family to sustain its basic requirements (Lee, 2000). A worthy noting point is that this net income is based on reports which can be marked with error such as unreported and underground means of earning income. Based on the basic needs poverty measure, have gone down with an appreciatable rate to a value less than 5% which is estimated to represent less than 2million Canadians. Another absolute measure of poverty is termed the market basket measure. This was designed and established in 2003 by the Canadian government through its department of human resources and skills development (Raphael, 2002). The market basket measure of poverty accommodated a wider range of basic needs than the basic need measure. For instance, it put in consideration the community size and location for at least 48 communities in Canadians and then estimated the sufficient amount of income required to meet those needs. This measure is still understudy and is expected to cover more than 400 communities. The main notable relative property measures is the income distribution measure commonly known as income inequality metrics, gives information regarding the variation of income in a given community. Its effectiveness is evidenced by the fact that when a given group of people increases their income rate then there is a high probability of those earning less to feel an increase in their income. Another often quoted as a relative measure of poverty is the low income cut off which has received many critics from the statistics Canada and they have disregarded it as not a measure of poverty by saying that it does not give reliable and accurate fingers. The low income cut off measure was based on the gross income but the statistics Canada have given reports of both the gross and the net income (Marseken, Timpledon, & Surhone, 2009). This measure was designed to give the lowest mark which when exceeded; a family will have to spend much to cater for basic needs such as food shelter and clothing. Recent results based on this measure showed that approximate of 9. 4% lives below the low the current threshold of 63% of the total family income. Poverty reduction measures Like any other country in the world which is conscious of the well being of its people, the Canadian government through the provinces has employed several measures to eliminate poverty and a gain to reduce its impact to the people. Top on the list of these important measures is reduction of tax burdens. This is evidenced by the progressive income tax system in Canada which has resulted to a difference of about 5% between the gross and net low income cut off (Pohl, 2002). Government social programs cannot go unmentioned here because of their importance and effectiveness in succumbing poverty. The Canadian government has come up with a broad range of social programs aimed at helping the law income people. These programs include but not limited to old age security and employment insurance which have seen through the reduction of chances of falling to poverty of people who were rendered unemployed. In addition to this, government funds have been channeled to subsidizing education and public health with an aim of improving the living standards of people with low income (Raphael, 2002). Another government measure which cannot escape this discussion is the introduction of the minimum wage laws. The constitution of Canada includes the minimum wage laws, which even though they vary for different provinces, they have confirmed there effectiveness in standardizing wages by making sure that people with law income are not exploited (Raphael, 2002). The minimum set minimum wage is $8. 00 per hour although it can go a bit down for unskilled workers. Conclusion In conclusion therefore, poverty is not well defined in Canada because of the failure of politicians to agree on the necessities which should be basic. However, the above discussion shows that a considerable number of people in Canada are poor and lacks the basic needs a defined by the basic needs measure of poverty. In addition to this, the government’s effort to eliminate poverty as well as reducing its impacts cannot fail to be appreciated. This is it has invested sufficiently in social programs and in the enforcement of the minimum law wages which have seen through the reduction of poverty and its effect to the people. It also safeguard the less fortunate people and ensured that the poor people are not exploited or robed there right of living a good life. References Groot-Maggetti, G. (2002). A measure if Poverty in Canada. A Guide to the Debate about Poverty. Retrieved August 1, 2010, from http://action. web. ca/home/cpj/attach/A_measure_of_poverty. pdf Lee, K. (2000). Urban Poverty in Canada: Statistical Profile. Retrieved August 2, 2010, from http://www.ccsd. ca/pubs/2000/up/ Marseken, S. , Timpledon, M. , & Surhone, L. (2009). Poverty in Canada: Poverty, Minimum Wage, Measuring Poverty, Income Taxes in Canada, Economic History of Canada, Great Depression in Canada, Basic Needs, Economic Inequality. Toronto: Betascript Publishers. Pohl, R. (2002). Poverty in Canada. Retrieved August 1, 2010, from http://www. streetlevelconsulting. ca/homepage/homelessness2InCanada_Part2. htm Raphael, D. (2002). Poverty, Income Inequality, and Health in Canada. Retrieved August 2, 2010, from http://www. povertyandhumanrights. org/docs/incomeHealth. pdf

Ephesus and the Ancient Library of Celsus