Definition and Examples of Cacophemisms in English

Cacophemism is a  word or expression thats  generally perceived as harsh, impolite, or offensive, although it may be used in a humorous context. It is similar to dysphemism, and a contrast with euphemism. Etymology is from the Greek, bad plus speech. Cacophemism, says Brian Mott, is a deliberate reaction against euphemism and involves intentional use of strong words, very often with the aim of shocking the audience or the person to whom they are addressed (Semantics and Translation for Spanish Learners of English, 2011). Examples and Observations A cruel or offensive dysphemism is a cacophemism (from Greek kakos bad), such as using it for a person: Is it coming again tonight?(Tom McArthur, The Oxford Companion to the English Language. Oxford University Press, 1992) How Neutral Terms Become CacophemismsWhen we use cacophemisms,....we do not necessarily speak ill of anything. Cacophemistic language is a rough and raw, blunt and vulgar way of saying anything — good, evil, or neutral — of a thing. Not all of it is obscene by any means; witness grub and duds for example. Some are extremely vulgar, but not quite obscene (that is, not quite categorically tabooed in polite society), likely to offend but not to shock, like puke, guts, fart, stink, belly, croak, and burp. A genuinely obscene word, in virtue of the taboo its utterance violates, is as cacophemistic as a word can be. . . .People naturally find some perfectly accurate descriptive terms unflattering and displeasing. It is therefore considered good manners for others to avoid these terms as much as possible, and when one cannot avoid speaking the unpleasant truth, to find descriptive synonyms that strike the ear as less blunt, though they say the same thing as the unflattering te rm. In this way, we generate a stream of euphemisms, in comparison to which the original descriptive term seems ever more coarse, until that term, originally neutral, becomes a cacophemism. The words fat and old are good examples of this process. It is now considered to be blunt almost to the point of uncouthness to refer to a fat person as fat. And while there are a few dysphemistic ways of saying the same thing (potbellied, fat-assed, lard-assed, gross), there are few other terms that are as cacophemistic now as the straightforward unadorned fat.(Joel Feinberg, Offense to Others. Oxford University Press, 1988) Rationalizing With Euphemisms and CacophemismEuphemism and cacophemism play a central role in rationalization. When we call someone a terrorist, we may be using a cacophemism — making an activity seem worse than it actually is. When we call the same person a freedom fighter, we may be using a euphemism — making the activity sound better than it really is. Either way, by using these words, we set ourselves up for rationalizing the harming of others.(Ronald A. Howard and Clinton D. Korver, Ethics for the Real World. Harvard Business Press, 2008) Cacophemisms and HumorA euphemism is generally no more than the triumph of squeamishness over reality: little person for dwarf, senior citizen for old man, disturbed for crazy, etc. Cacophemisms, on the other hand, tend to reflect an attitude of rough-and-ready good humor toward the person or object in question: egghead, grease monkey, quack, etc. A further difference between the two isms is that cacophemisms are more readily recognized for what they are; euphemisms tend to have acquired a wider  currency in normal parlance and hence to be accepted more unthinkingly by the listener.(Peter Bowler,  The Superior Persons Book of Words. David R. Godine, 1985)

Rhetorical Analysis Essay - 1097 Words

Freedom from Child Labor Through Women’s Rights â€Å"We have, in this country, two million children under the age of sixteen years who are earning their bread† (1-3). Throughout Florence Kelley’s speech to the convention of the National American Woman Suffrage Association, she emphasizes the injustice of child labor laws and the need for women to take a stand by fighting for the right to vote. Kelley is one of many inspirational leaders who fought for women’s rights. She reaches out to a group of women so that they might call to mind their right to petition. In doing so, Kelley is persuading the audience to fight for their right to vote to change child labor laws. Kelley uses several rhetorical devices such as imagery, diction, and pathos†¦show more content†¦Kelley continuously describes how young and innocent these children are so that the audience can better understand that this is no place for young children to be working. By using the racial word â€Å"white† to describe the girls Kelley is appealing to her audience, which is primarily upper class white women (29). In doing so, she shocks the audience into realizing this could be their children. Furthermore, Kelley declares, â€Å"nor is it only in the south† that this is happening, which suggests to the audience that this is a national issue and is probably occurring in more than just the six states she mentioned (36). Consequently, Kelley condemns the New Jersey legislature by using the word â€Å"shameful† in describing the repeal bill that allows girls as young as fourteen years of age to work all night (60). She calls these children â€Å"beasts of burden† to emphasize how the people in America no longer treat children as blessings, but as inhuman as â€Å"beasts,† as well as stating â€Å"of burden† to show that there is a great load that is overpowering young children (76). Furthermore, she explains how children have be en â€Å"robbed† of their education and socialization in school so they can be little slaves. Kelley uses the word â€Å"robbed† to emphasize that the right to education belongs to children, and is being stolen from them. Throughout this speech Kelley uses phrases such as â€Å"our socks,† â€Å"ourShow MoreRelatedThe Tipping Point: Rhetorical Analysis Essay813 Words   |  4 PagesThe Tipping Point: Rhetorical Analysis Throughout The Tipping Point, Malcolm Gladwell explains to his reader his ideas about drastic changes in society, and how they seem to occur so rapidly. In this particular selection, Gladwell emphasizes the purpose of â€Å"connectors†, saying that they have a â€Å"special gift for bringing the world together (page 38)†. Gladwell states that part of the reason information or trends spread like wildfire is the presence of a specific group of people. They are called â€Å"connecters†Read MoreRhetorical Analysis Of The Death Of The Moth And On Keeping A Notebook 1427 Words   |  6 Pages19, September, 2014 9th Ni Device Use Analysis Rhetoric devices are often used by writers to clarify ideas, emphasize key points, or relate insights to the reader. In both â€Å"The Death of the Moth† and â€Å"On Keeping A Notebook, † the authors heavily rely on such devices to get their points across to the audience, and these devices help strengthen overall theme the authors want to communicate. Though several may argue that Didion’s use of metaphor and rhetorical question compliment her essay very wellRead MoreRhetorical Analysis Of Reagans Farewell Address1653 Words   |  7 PagesThe Usage of Rhetoric in Ronald Reagan’s â€Å"Farewell Address† Due to the rapidly changing America, in his farewell address, Ronald Reagan expresses the need for unification of America, and America’s culture. 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Anthypophora is when the speaker asks a question, but instead of letting someone answer, the speaker immediatelyRead MoreRhetorical Analysis of Ellen DeGeneress Commencement Speech Essay1144 Words   |  5 Pages Ellen’s Commencement Speech Rhetorical Analysis Graduation caps fly into the air, cheers erupt, and diplomas are received. This is a typical graduation day. Not only did these ceremonial events take place for Tulane Universitys class of 2009, but Ellen DeGeneres was there to congratulate them as well! This class was dubbed the Katrina Class for being survivors of the devastating Hurricane Katrina in 2005. Katrina was named one of the deadliest Hurricanes, causing more than 1,836Read MoreRhetorical Analysis Of Martin Luther King Jr.976 Words   |  4 Pagespopulation? In all of the speeches, one way or another, Dr. King used several different rhetorical devices in order to defend his own actions. In specific, two of his speeches, â€Å"I have a Dream† and â€Å"Letter from a Birmingham Jail† Dr. King used the rhetorical devices of anaphora, allusion, and diction to relay his thoughts of what is right, and also as a way to build a common ground with his audience. Though the rhetorical devices are share d between the two speeches, there are also several differences.Read MoreRhetorical Analysis Of Andrew Sinek s Ted Presentation1263 Words   |  6 Pagesstock that s going in the opposite direction—down—from the most desired direction—up. This is a provocative opening that engages the audience right away. 2. Ask a series of rhetorical questions. A common way to engage the audience at the start is to ask a rhetorical question. Better still, start with a series of rhetorical questions. A good example of this tactic is Simon Sinek s TED presentation. He starts with: How do you explain when things don t go as we assumed? Or better, how do you explainRead MoreRhetorical Analysis Of A Life Beyond Do What You Love 1020 Words   |  5 PagesIn his New York Times article â€Å"A Life Beyond Do What You Love† Gordon Marino poses the question But is do what you love wisdom or malarkey? after giving us an anecdote about students coming to him for career advice. The article which uses many rhetorical devices which make the audience think about their choices in careers and what you should and want to do. The author also cites different sources for his article and past life experiences. Marino then end his article by saying many great leadersRead MoreRhetorical Analysis Of A Life Beyond D o What You Love Essay2042 Words   |  9 Pagesuse of rhetorical devices. Dr. Marino is a very highly educated philosopher who earned his Ph.D. at University of Chicago, M.A. university of Pennsylvania, and B.A. Columbia University. He typically publishes to the New York Times, for his writing mostly appeals to all people because so many can relate to this article. Marino effectively argues that sometimes individuals must sacrifice their passions to provide for their loved ones using rhetorical devices, hypophora, anecdote, rhetorical questionsRead MoreRhetorical Analysis Of Rhetorical And Rhetorical Analysis1188 Words   |  5 Pages1. Rhetorical Analysis is the careful examination of texts, videos, and images to understand how they function in conveying their message. The definition of rhetorical analysis will help me better understand what I should be looking for when I receive a text, as rhetorical analysis is different than literary analysis. Therefore, the devices for each are also different (Lunsford et al. 88). 2. Intended audience is the initial step to any rhetorical analysis. If you are unable to identify an audience

Creative Writing A Night Fishing Essay Example For Students

Creative Writing: A Night Fishing Essay It must have been 4 feet long and must have weighed at least 30 lbs. It was oneof the slimiest ones we ever caught. The tentacles were almost a foot long andthe scales where the size of emailprotected AYeah right, we believe you, (Pasteyour name here)emailprotectedWhile my peers were playing video games or hide-and-go-seek,(a friends name) and I were out ether exploring the unknown, or sleeping fromstaying out all night. None of the students in my sixth grade class Ashow andemailprotected believed me when I told them about the unforgettable experiences (afriends name) and I endeavored. To tell the truth, I didnt really want them tobelieve me. If one of them told my mom what (a friends name) and I did then ourlittle butts would have been grounded for a serious amount of time. The fishingstories that I told where true, all true. We will write a custom essay on Creative Writing: A Night Fishing specifically for you for only $16.38 $13.9/page Order now (a friends name) and I had gone on many explorations to far off places. We hadsneaking out at night down to such an art that if we could put it on paper thenit would be more famous then Leonardo da Vincis painting, The Last Supper. Wewould sometimes make dummy bodies that would lie lifeless all night undertightly nitid sheets.The Abig yellow emailprotected is where we met. From there wewould do whatever sounded like the most fun. Sometimes it was hanging out andeating ice cream all night. Other times we would go tick someone off by tee-peeing their house. And yes, there were even times when we would go fishing atthis lake that was out in the middle of nowhere. We called this lake the back-lake because it was the lake way in the back of the golf course. One night (afriends name) and I had an experience there that would shake us up for a longtime to come. The night started out like a lot of other nights. First we went to go eat someice-cream from Foster-Freeze, then we would get on our bicycles and pedal ourlittle butts all the way to the golf course. Once there, we would get on thisroad that golf carts use to drive around. The road was very windy. When wearrived we would just throw our bikes down and run like little rabbits down tothe lake. We would start casting as fast as we could. We would cast so fastthat I dont think we remembered to put bait on the hook. After the first fewminutes of fishing, (a friends name) and I would start getting into competitionswith each other. Who ever caught the most Large Mouth Bass one. I being theyounger one, usually lost. Later that night, we had an experience that would excite us for the rest of thenight. Howling Coyotes were a normal sound for two in the morning. But hearingthem get louder and louder was not. It was almost like a train, at first thereis just a quiet hum then the amplitude of the whistle would rise a little bituntil eventually the train could be seen. But seeing a train coming is not asbad as seeing a bunch of blood thirsty dogs running full speed at you in themiddle of the night. So, our instincts took for a little run. We ran and ranand ran and ran.I was the younger of the two of us and I always told (afriends name) that I was going to live longer then him. As (a friends name) gotfarther and farther ahead of me, I started to wonder if I would really livelonger then him. .uddb2553885b0482ba3125efa09423772 , .uddb2553885b0482ba3125efa09423772 .postImageUrl , .uddb2553885b0482ba3125efa09423772 .centered-text-area { min-height: 80px; position: relative; } .uddb2553885b0482ba3125efa09423772 , .uddb2553885b0482ba3125efa09423772:hover , .uddb2553885b0482ba3125efa09423772:visited , .uddb2553885b0482ba3125efa09423772:active { border:0!important; } .uddb2553885b0482ba3125efa09423772 .clearfix:after { content: ""; display: table; clear: both; } .uddb2553885b0482ba3125efa09423772 { 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; } .uddb2553885b0482ba3125efa09423772:active , .uddb2553885b0482ba3125efa09423772:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uddb2553885b0482ba3125efa09423772 .centered-text-area { width: 100%; position: relative ; } .uddb2553885b0482ba3125efa09423772 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uddb2553885b0482ba3125efa09423772 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uddb2553885b0482ba3125efa09423772 .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; } .uddb2553885b0482ba3125efa09423772:hover .ctaButton { background-color: #34495E!important; } .uddb2553885b0482ba3125efa09423772 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uddb2553885b0482ba3125efa09423772 .uddb2553885b0482ba3125efa09423772-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uddb2553885b0482ba3125efa09423772:after { content: ""; display: block; clear: both; } READ: Diabetes EssayThe distance we ran was about a quarter mile. It did not seem like a quartermile though, it seemed to be more like a mile. I still wonder if we ran aroundin circles. I felt like one of those young wilder beasts that I always see getchased down by giant Lions on the Discovery channel.My body pumped so muchadrenalin in me that I felt like I could jump over a six foot fence. Well guesswhat happened, there was a six foot fence. I could not get over it by myself, Ihad to have (a friends name) stick his hands through the fence so I could getover. Behind the fence was someones backyard. We ran to the house and restednext to a large window to catch our breath. About ten minutes passed we caught a glimpse of a man getting a cup of coffee inthe middle of the night. We were sitting right under the kitchen window and thelight coming from inside lit our sox up like two flourescent beacons. I am gladhe did not see us. I could almost hear my dads belt snarl. After the man hadhis midnight coffee the lights went out. It was about four in the morning when the shrubs breakfast woke us up. We weresitting right in front of a two sprinklers. It took us about two seconds todepart out of the backyard. We went back to where we were fishing. All the hotdogs that we used for fishing bait were gone. It was OK that the dogs devouredour hot dogs because we were probably not going to fish in the morning, anyway. I learned that it is not always a good idea to think about my self. Just think,I could have been a giant hot dog. My entire body could of been used for asnack. We should all treat others how we wish they would treat us. (a friendsname) showed me that he did not only think about himself, he also though of me. If (a friends name) did not help me over the fence then I would have turned intochop-stewy, or more accurately, grade emailprotected chop-stewy. Although I didnt get everyone to believe my Ashow and emailprotected speech, I didundisputably get everyones absolute attention. For when I am 65 years old and am laying in a hospital bed and hear the heartmonitor go from a beep to a hum, I will end my journey to the Big-Bright-Lightwith the thought of my mom, my dad, my sister, my brother, my wife, and that onespecial best friend, (a friends name). And maybe, just maybe, I will be able togo fishing in a place and in a time that is oh so familiar once more in a placecalled haven. Category: English

The Ebola Virus Essay Example For Students

The Ebola Virus Essay The Ebola VirusThe Ebola virus (family Filoviridae) responsible for a severe and often fatal haemorrhagic fever; outbreaks in primates as well as in humans have been recorded. The disease is characterised by extreme fever, rash, and profuse haemorrhaging. Fatality rates range from 50 to 90 percent. (1) Ebola was regarded as an epidemic in 1976 when it was discovered along the Ebola River in Zaire. The outbreaks moved throughout Zaire and The Sudan. In 1995 there was another epidemic in Zaire which resulted in hundreds of deaths as did the earlier epidemics. (2) People who contracted the Ebola virus will notice symptoms 4 16 days after they contract the virus. An infected person will suddenly be hit by severe headaches, muscle aches and loss of appetite. Within a few days the virus causes a condition know as disseminated intravascular coagulation. This condition is marked by both blood clots and haemorrhaging. In the case of Ebola fever, clots are concentrated in the liver, spleen, brain, and other internal organs, forcing capillaries to bleed into surrounding tissue. Nausea, vomiting and diarrhoea with blood and mucus, conjunctivitis, and sore throat soon follow. A maculopapular rash (discoloured elevations of the skin) appears on the trunk and quickly spreads to the limbs and head. The patient is then beset by spontaneous bleeding from body orifices and any breaks in the skin, such as injection sites, and within the gastrointestinal tract, skin, and internal organs. Death is usually brought on by haemorrhaging, shock, or renal failure and occurs within 8 to 17 days. (3) Like most viruses, Ebola is usually carried by animals, especially rodents. Ebola can be transmitted through contact with infected blood, semen, body fluids, and possibly urine and respiratory secretions. The virus has also been detected in the organs of patients after recovery from the fever. Unsanitary conditions and lack of adequate medical supplies have been a factor in the spread of the disease. (4) As of yet there is no known cure or treatment for the Ebola Virus. Current therapy consists of maintenance of fluid and electrolyte balance and administration of blood and plasma to control bleeding. The spread of the virus can be contained by barrier nursing, handling of infected blood and tissue in isolated laboratory units, and proper decontamination of reusable equipment. (5) There were no statistics available on the Ebola Virus but for each outbreak there has been, at least 300+ people have died each time. We will write a custom essay on The Ebola Virus specifically for you for only $16.38 $13.9/page Order now (6) Ebola is usually passed through contact with infected blood and body fluid. In some cases the virus has become airborne but has been contained. (7) If you are not living in Zaire near the Ebola river the chances of you contracting Ebola are so remote it isnt even worth considering. But if you did contract it while on a holiday in Africa, the best thing would be to keep away from everyone and ring health authorities as soon as possible.

Red, White and Blue Electrolysis Chemistry Demonstration

Red, White and Blue Electrolysis Chemistry Demonstration Here is a perfect electrochemistry chem demo for the 4th of July or other patriotic holiday. Use salt bridges to connect three beakers of liquids (clear, red, clear). Apply a voltage and watch the solutions turn red, white and blue. Patriotic Colors Electrolysis Demo Materials 500 mL 1M potassium nitrate, KNO3 (make this)1 mL thymolphthalein indicator solution (make this)2 mL phenolphthalein solutionapproximately 2 mL 0.1M sodium hydroxide, NaOH (make this)approximately 1 mL 0.1M sulfuric acid, H2SO4 (make this)3 250-mL beakers3 8-mm x 200-mm carbon rods25-cm uninsulated 14-ga copper wire10-cm rubber tubing, approximately 5-mm outside diameter#6 rubber stopper, 1-hole2 U-tubes, 100-mm, 13-mm outside diameter4 cotton balls3 20-cm glass stirring rodsadjustable DC power supply that can produc 1 amp at 10 volts (e.g., automotive battery charger)clip leads Prepare the Red, White, and Blue Demonstration Pour 150 mL of 1.0M KNO3 into each of the three beakers.Line the beakers up in a row. Place a carbon electrode in each beaker.Wrap one end of the copper wire around one the carbon electrodes at the end of the row. Slip rubber tubing over the copper wire to cover the exposed wire that will be between the electrodes. Wrap the other end of the copper wire around the third carbon electrode, at the end of the row of beakers. Skip the center carbon rod and be sure no exposed copper touches it.Fill the two U-tubes with 1M KNO3 solution. Plug the ends of each tube with cotton balls. Invert one of the U-tubes and hang it over the rim of the left and center beaker. The arms of the U-tube should be immersed in the liquid. Repeat the procedure with the second U-tube and the center and right beakers. There should not be an air bubble in either U-tube. If there is, remove the tube and re-fill it with KNO3 solution.Place a glass stirring rod in each beaker.Make certain the power supply is off and t hen connect the positive () terminal to the central carbon electrode and the negative (-) terminal to one of the outer carbon electrodes. Add 1 mL of thymolphthalein solution to the beaker on the right and 1 mL of phenolphthalein indicator to each of the other two beakers.Add 1 mL of 0.1M NaOH solution to the middle beaker. Stir the contents of each beaker. From left to right, the solutions should be: clear, red, clear.These solutions may be stored in sealed containers and may be re-used to repeat the demonstration. If the colors become faint, more indicator solution may be added. Perform the Demonstration Turn on the power supply. Adjust it to 10 volts.Wait 15 minutes. Turn off the power supply and stir each solution.At this point, the solutions should now appear red, colorless and blue. You may wish to place a white sheet of paper or posterboard behind the beakers to display the colors. Also, this makes the center beaker appear white.You can return the solutions to their original colors by reversing the connections to the power supply adjusting it to 10 volts, and allowing 20 minutes before turning off the power and stirring the solutions.Another way to return the solutions to their original colors is to add 0.1 M H2SO4 to the beakers on the end until the liquids turn colorless. Add 0.1 M NaOH to the middle beaker until the liquid turns from clear to red. Disposal When the demonstration is complete, the solutions may be rinsed down the drain with water. How It Works The chemical reaction in this demonstration is simple electrolysis of water: The color change is a result of the pH shift accompanying electrolysis acting on the pH indicators, which were selected to produce the desired colors. The anode is located in the center beaker, where water is oxidized to produce oxygen gas. Hydrogen ions are produced, decreasing the pH. 2 H2O(l) → O2(g) 4 H(aq) 4 e- Cathodes are located on either side of the anode. In these beakers, water is reduced to form hydrogen gas: 4 H2O(l) 4 e- → 2 H2(g) 4 OH-(aq) The reaction produces hydroxide ions, which increase the pH. Other Patriotic Chem Demos Red, White and Blue Density ColumnColored Fireworks DemonstrationFireworks in a Glass - Safe Demo for Kids References B. Z. Shakhashiri, 1992, Chemical Demonstrations: A Handbook for Teachers of Chemistry, vol. 4, pp. 170-173.R. C. Weast, Ed., CRC Handbook of Chemistry and Physics, 66th ed., p. D-148, CRC Press: Boca Raton, FL (1985).

The Principles of Management Communications Used to Successfully Research Paper

The Principles of Management Communications Used to Successfully Achieve Organizational Objectives - Research Paper Example In other words, in an organizational set up, communication has to involve the transfer of meaning and information from managers to employees and vice versa. The information communicated could take a wide range of forms that may involve symbols, words, numbers, and concepts among others. For any conveyed meaning or information to make sense, the receiver of such information has to make meaning from the conveyed elements. Therefore, considering that communication involves making meaning of the sent information, it would follow that organizations that design effective communication policies in their organizational management would perform much better than those with inferior communication strategies. Any organization has to put in place norms standards of communication that would lead to effective communication that result to change within the organization. Management involves the process of directing others to achieve organizational goals. Managers and employees have to be active listeners and pay attention to details for such communication to be effective. Research in Oncology has revealed that effective listening can be accommodating to others, leading to effective communication (Cohn, 2007). For instance, it is necessary to have communication at the same level. In other words, instead of communicating while one is standing, there is a need for both communicators to sit and have an eye-to-eye contact. Gupta (2013) further elaborates the need to have emotional contact expressed through facial or eye-to-eye contact as well as the use of maintaining a cordial relationship through proper tones, gaze or touch during such communication. Cohn (2007) further elaborates the need to av oid prejudgments during communication by allowing the speaker to express themselves fully without interruptions or unnecessary criticism. Moreover, there is a need to show emotional connectedness with the speaker by reflecting back to

Contrasting learning and intellectual disabilities Essay

Contrasting learning and intellectual disabilities - Essay Example Students with learning disabilities need alternative learning methods, in a manner similar to a student who needs glasses to see (Hallahan, 2011). They require help, and with it they work as much as their peers. Intellectual disabilities, on the other hand, are those that decrease the cognitive skill of the student in a major way (Hallahan, 2011). Some of the similarities between students with learning disabilities and students with intellectual disabilities are that they have low expectations, are academically and socially unwary, lack of self drive, are poor in interpreting important things, poor family preparation for school and have gaps in technology access (Hallahan, 2011). What I would like to explore more about is how intellectual disabilities decrease the cognitive process of a student and how a student might be helped to grow from this challenge. As I was conducting my study, I learned that intellectual disability is worse compared to learning disability; therefore, it would be vital to find ways to assist students whom this condition is