Journal learning Essay Example | Topics and Well Written Essays - 500 words - 3

Journal learning - Essay Example When the human resource manager reorganized the work teams, he realized that the workers now formed more harmonious teams and only one conflict was experienced within that month. Conflict resolution has become an important topic in a wide range of literature. Lipsky, Seeber and Fincher (2003) point out that work place conflict is inevitable due to the unique nature of human beings. Jordan and Troth (2004) states that effective team formation is one of the strategies that is important in solving problems arising within the work. Emotional intelligence is essential in constructing teams that pursue the same goals within an organization. Friedman et al. (2000) supports this idea and suggest that conflict results from work stress in malfunctioning groups within an organization. In this organization, conflicts resulted to work stress, which led to more conflict among the employees. Maravelas (2005) agrees that resolving work conflicts will result to increased productivity within the work place. Organizations that successfully resolve conflicts as soon as they arise are more likely to perform optimally. From a critical perspective, conflict resolution is an engaging task that demands a lot of attention from the managers. Since harmony is fundamental in increasing productivity, the organization must prioritize it to prevent losses within their organization. Besides the efforts of the managers, the workers must be willing to co-work with the same objective as the management. Harmony between the management and the workers is crucial for resolving stress within the work place. Evidently, the following skills are crucial in resolving conflicts within the organization. Mastering conflict resolution skills is an important perspective for me an intern who intends to become an effective manager during my career. While I have developed my creativity, communication and team work skills during my academic life, there is evidence that I still have to

Public Transportation Essay Example for Free

Public Transportation Essay Public Transportation there are many kinds of commuters on public transportation: there are bus commuters, train commuters, and plain commuters. The first kind of commuter are people who ride the bus. At some point in their lifetime, everyone has had to ride the bus. Children ride the bus to school on a daily basis all the way through adolescence. People who live in large cities, ride the bus just about everywhere they need to go. Local buses bring in large amounts of money for their area and can be very helpful to the people of the town. The second facet of transportation would be the train system. Among the many classifications of train systems, there are subways, trolleys, and rail ways. Subways are utilized by people who live in large areas. Trolleys are used by people who live in smaller areas, like suburbs. Rail ways, broken up in rail roads, are used all across the nation. Rail road cars, drive on train tracks, and have become so popular that collectible toys have even been made after them. Rail ways help transport many of our nations most important goods, and without them we would be facing serious problems. The third type of transportation are airplanes. Air planes are mostly used for long distance traveling. Air planes are the most expensive of the three types, but they are still used very often. The wealthy often use air planes as their main way of traveling. Air planes can be seen by some as dangerous and very risky because of their bad history in the past. Air planes are high flying machines that carry people from city to city and sometimes even across countries. Air planes are used by people in politics, the millitary, and even regular citizens. Air planes are very important to our country and help make our lives much easier. As you can see, there are many diffrent types of transportation, but they all help make our lives easier in their own special way.

Brave New World Review :: essays research papers

Brave New World by Aldous Huxley. Aldous Huxley (1894-1963) was born to an English family. He was a brilliant social satirist. He wrote books about architecture, science, music, philosophy, history, and religion. This is a book of genetics in the future about 2535 A.D.. It takes place in a utopian society where people are mass-produced, then conditioned to do predetermined work. There are no families or marriages. The theme is freedom and how people want it, they want poetry, danger, good and bad things. They want what is theirs. The book is written in a technological way. In A.F. 632, there is a World Society. A.F. 632 stands for six hundred thirty-two years â€Å"after Ford† released the T-Model automobile. It is around 2535 A.D.. Ford is like a God. His book â€Å"My Life and Work† is turned into the â€Å"new† bible. People are born in batches of 96. One egg gives live to 96 identical children through the Bodanovsky process. When babies are born, they are classified in a caste system made up of Alphas, Betas, Gammas, Deltas, and Epsilons. Everyone consumes grams of soma, to fight depression. The cinema is replaced with a form of entertainment called â€Å"Feelie,† a movie that stimulates the sense of sight, hearing, and touch. â€Å"Community, Identity, Stability† is the motto of this World State. Bernard Marx is intelligent, but an error in the Predestination Centre he stayed small and weak. Because of that he’s an outcast, and is often left alone. Although there is no violence and everyone is provided for , Bernard feels that something is missing. He has his own vision of life. Bernard goes to a Savage Reservation with Lenina, an Alpha-plus psychologist. They meet Linda and her son, John. They find out that The D.H.C., Director of Hatcheries and Conditioning is the father of John. Bernard learns that the D.H.C. is about to exile him for his â€Å"uncivilized† behavior when he and Lenina return to civilization. "..He [Bernard] has proved himself an enemy of society, a subverter, ... of all order and stability, a conspirator against civilization itself." Bernard calls John and Linda from the next room, and they call upon the director as son and wife. Bernard is saved from being exiled. Bernard becomes popular because he is connected with John, the savage. Bernard’s friend Helmholtz becomes friends with John and they share literature with each other. John has dreamed of going to the civilized world, but he realizes that he doesn’t like it anymore.

Explain the characteristics of assessment for learning Essay

Assessment for learning focuses on the learning process and how to improve a child’s academic progression, finding out where pupils are within a learning range, where they need to go and how best to get there. A variety of assessment for learning strategies can be used to aide children in their learning and these can be adopted by teachers to gain an understanding of what has been achieved and what next steps will be required to take a child’s learning forward. Typical characteristics of assessment for learning are; †¢ Enable teachers to plan the next stages in a child’s learning to ensure individual progress. †¢ Provide a consistent whole school approach that encourages teaching and learning. †¢ To make sure that pupils are actively involved in lessons from the very start. †¢ Helping pupils understand and know the standard of work that they are aiming for in class by asking questions of themselves i.e. â€Å"what have I learnt?† ~ â€Å"what could I have done to improve on that piece of work?† †¢ Providing constructive feedback that will help pupils identify improvement and by also educating pupils in self assessment methods in order to ascertain areas for development . †¢ In order for teachers and pupils to play an important role in facilitating learning experiences then there must be an element of active listening from both child and teacher. †¢ Have faith that every child can progress in contrast to earlier achievements they had made. †¢ By recognising that enthusiasm and self esteem which is vital for effective learning and progress will be increased by using effective assessment methods. †¢ In order for pupils to understand where they are in their learning they should be encouraged to think, ask question and work together in groups as this will allow them to evaluate their own understanding. †¢ Pupils should be encouraged to connect their learning to other lessons, topics or life outside of school.

Convention Rights Persons With Disabilities Health And Social Care Essay

Peoples with disablements exist in every age group, every societal sector, every category and every cultural and spiritual community. They frequently do non hold a voice of their ain in issues that affect their lives. It is of import to understand the causes of disablement and the favoritism intended for the handicapped, and steps that need to be taken to guarantee the equal enjoyment of human rights for individuals with disablements. Societies must work as a whole to incorporate handicapped individuals into the life of society and supply them with equal chances in schools, the workplace and the planetary community. A December 13, 2006 the Convention on the Rights of Persons with Disabilities ( CRPD ) was implemented. Presently 99 states have approved the Convention and there are 147 members. A high figure of developing states are included in subscribing the Convention. It is to probably those developing states will be inquiring development histrions for support after O.K.ing the convention in the execution of the rules and adhering duties. Around 650 million people, 10 % of the universe ‘s population live with a disablement. Harmonizing to the UN Development Program ( UNDP ) 80 % of individuals with disablements live in developing states ( â€Å" Rights and self-respect, † 2011 ) . Estimated by the World Bank 20 % of the universe ‘s poorest people are handicapped and are regarded as the most disadvantaged in their ain communities ( Takamin, 2004 ) . The term individuals with disablements is applied to all people with disablements. It includes people who have long term mental, physical, rational or centripetal damages. These disablements can impact their engagement in society. â€Å" Impairment is a functional restriction caused by physical, mental or centripetal harm and a disablement can be defined as a loss or decrease of chances to take portion in the mundane life of the community on an equal degree † ( Yeo, 2003 ) . â€Å" It is of import to observe that a individual with a disablement may be viewed as a individual with a disablement in one society or scene, but non in another, depending on the function that the individual is anticipated to take in his or her community. † â€Å" The convention recognizes that disablement is an germinating construct and that statute law may accommodate to reflect positive alterations within society. † ( â€Å" Country profile: Thailand, † 2010 ) . The Convention on the Rights of Persons with Disabilities consists of an article on international cooperation, indicating out the spread between developed and developing states. Issues such as human rights misdemeanors, poorness, and societal exclusion are overmastering and have prevented the planetary South to hold important betterment. Article 32 in the Convention on the Rights of Persons with Disabilities insist that there be international cooperation for the support of the CRPD in developing states, one time a state has ratified the convention they become required to prosecute in international cooperation. The of import inquiry to maintain in head is how can international partnership be efficaciously put into action in developing counties. With the aid of official giver bureaus and non-governmental organisations ( NGOs ) which represent individuals with disablements and the households in developing states the CRPD can be applied. Thailand is one state that has had the aid of four major NGOs working with individuals with disablements and official giver bureaus from developed counties such as the United Kingdom, Australia, and Japan ( â€Å" Thailand homo rights, † 2011 ) . Thailand approved the CRPD in July 2008 along with Australia. Thailand symbolize the typical issues developing states face, such as poorness. Thai individuals with disablements are challenged with poorness. NGOs in Thailand in comparing to other developing counties are good recognized, the representatives of NGOs in Thailand are strongly taking portion in the development of the policy on disablement on a national degree ( â€Å" Thailand homo rights, † 2011 ) . More attending has been given to the world of individuals with disablements among the deprived people in developing states. International Organizations such as the World Bank province that individuals with disablements are the poorest of the hapless. Harmonizing to the United Nations Economic and Social Commission for Asia and the Pacific about 160 million individuals with disablements which are over 40 % of the entire figure of individuals with disablements are populating in poorness ( Takamine, 2003 ) . Around 100 million people in developing states have a medical status due to malnutrition and hapless sanitation ( Takamin, 2004 ) . Social exclusion helps to clearly grok the association between poorness and disablement. In developing states, individuals with disablements are more likely to see different types of societal segregation including: limited societal contact, exclusion from formal/informal instruction and employment, the community has low outlooks from them and they hold low outlooks for themselves, exclusion from the political/legal procedure, exclusion from basic health care, the lowest precedence for any limited resources such as nutrient, clean H2O, and heritage, and deficiency of support for the high disbursals straight linked with the damage such as dearly-won medical interventions ( Yeo, 2003 ) . All of these factors take away the chance for individuals with disablements to do an income, puting them in the absence of province support. Damage may be caused by malnutrition and hapless wellness that is a consequence of hapless people being deprived of health care and healthy nutrient. Poor people a re frequently oppressed and sent to work in unsafe conditions, which generates hazard of accidents and physical damage. â€Å" Poverty and disablement are reciprocally reenforcing, as individuals with disablements are socially excluded and equal societal services are non provided † ( United Nations, 2007 ) . In developing states we see a big sum of people who are handicapped and life in poorness. To better the fortunes, individuals with disablements in these developing states should be involved in all the development attempts of their states, and an inclusive development attack should be put in topographic point to cover with the different signifiers of societal exclusion. Disability is a major issue that requires strong support and partnerships from different participants. The procedure to outline the CRPD began in 2001, and in 2002 the United Nations Asian and Pacific Decade of Disabled Persons adopted a set of policy guidelines known as the â€Å" Biwako Millennium Framework for Action to Promote an Inclusive, Barrier-free and Rights-based Society for Persons with Disabilities in Asia and the Pacific † ( United Nations, 2007 ) . In the Framework, the rights-based attack is suggested for the formation of national disablement policies and assistance plans in the Asia-Pacific part ( United Nations, 2007 ) . This guarantees that individuals with disablements benefit from all the rights which other citizens enjoy. In developing states human rights tools promote the quality of life of people ; it is questioned whether the Declaration of the Right to Development would be better guaranteed by UN and international NGOs instead than single state provinces ( Dean, 2008 ) . International assistance organisations in some developing states have been the chief organic structure for promoting societal policy associated to individuals with disablements and supplying pertinent comfortss. Refering this Article 32 clarifies that international cooperation is â€Å" in support of national attempts for the realisation of the intent and aims of the present Convention † ( â€Å" Convention on the, † 2011 ) . UK, Australia and Japan are three developed states that have been involved in international development plans refering disablement and have set up policies on development cooperation. The UK has one functionary giver bureau that deals with disablement that has been playing a primary function in development assistance called the Department for International Development ( DFID ) . DFID works in association with NGOs and accentuates the rhythm of disablement and poorness and the authorization of individuals with disablements. Stating that â€Å" cut downing poorness by undertaking societal exclusion is a DFID ‘s policy † and â€Å" disablement is about favoritism and exclusion – cardinal facets of DFID ‘s work – † DFID is dedicated to turn toing issues of disablement in its development plans throughout the universe † ( â€Å" Dfid section for, † 2011 ) . In Australia the Australian Agency for International Development ( AusAID ) has besides made an attempt to â€Å" set up Australian leading on disablement † . Since early 2008 AusAID formed a unit of NGOs and other stakeholders to make new disablement scheme for the Australian assistance plan for 2009-2014, titled â€Å" Development for All † . Effective international leading on disablement and development is one of the chief aims of the scheme which is in confederation with CRPD Article 23 ( Saunders, 2007 ) . In 2003 the Japan International Cooperation Agency ( JICA ) in confederation with Nipponese experts and NGO representatives developed its policy paper on â€Å" support for individuals with disablements † ( â€Å" Nipponese abroad cooperation, † 2011 ) . Hundreds of voluntaries and professional are sent out yearly by JICA to both governmental and non-governmental organisations for support to work in particular instruction, physical therapy, vocational preparation, and many others. It has besides helped a figure of disability-related undertakings carried out by the authoritiess of developing states. ( â€Å" Nipponese abroad cooperation, † 2011 ) . The population of Thailand in mid-2007 recorded by the United Nations is about 62,829,000 million, with 5.7 million life in Bangkok the capital metropolis. The National Statistical Office ‘s Disability Survey in 2002 found that 1.7 % of the people dwelling of 1.8 % male and 0.9 % female had disablements. The rate among the rural population was twice that of the urban population harmonizing to the study. The Northeast 2.4 % , the South 1.9 % , and the North 1.8 % had higher rates of disablement, while Bangkok and the Central part had 0.7 % and 1 % ( â€Å" Thailand – asia-pacific, † 2011 ) . These statistics prove that rural parts have a higher bulk than the cardinal parts of hapless people, and more individuals with disablements live in these hapless parts. In 2007 1.9 million of the population had a disablement and the proportion of individuals with disablements to entire population was 2.9 % . ( â€Å" Thailand – asia-pacific, † 2011 ) . The Rehabilitation of Disabled Persons Act of 1991 and the united Ministerial Regulations which had been the chief legal instruments, was replaced by the Persons with Disabilities Empowerment Act which was enforced in 2007 ( â€Å" Persons with disablements, † 2007 ) . The Rehabilitation Act of 1991 set the footing for the rights of individuals with disablements to profit from public services. Other Acts besides involve rights for individuals with disablements such as the Social Security Act which gives registered individuals with disablements an allowance of 500 tical which is approximately 15 US dollars each month ( Camfield, 2009 ) . The National Education Act is besides in topographic point, which defends the rights of individuals with disablements to get instruction. However, compared to the current criterion of populating the survival allowance and other support are rather minimum, the day-to-day minimal pay of 2007 was 120 tical in Thailand. The National Office for Empo werment of Persons with Disabilities has been launched and works in coaction with other authorities bureaus and NGOs. These Acts guarantee that Thai individuals with disablements are given employment support and fiscal assistance, every bit good as educational, medical, rehabilitative, and services. District Public Welfare Offices and Health Centers offer aid to individuals with disablements, and Provincial Special Education Centers are responsible for educational services for kids with disablements ( Glassman, 2008 ) . The Thai authorities now has a more hands-on place on human rights. For illustration, the Thai diplomatic mission provinces that: â€Å" The state has increasingly striven to advance human rights consciousness through human rights instruction and to beef up legal models to advance and protect human rights in line with UN Conventions, in peculiar with respect to the rights of vulnerable groups † ( â€Å" The royal Thai, † 2008 ) . Furthermore, â€Å" Thailand has a long-standing committedness to heightening cooperation to elate the quality of life of adult females, kids and individuals with disablements every bit good as to guarantee their rights † ( â€Å" The royal Thai, † 2008 ) .Thailand ‘s confirmation of the CRPD was one of the earliest in Asia. The Persons with Disabilities Empowerment Act of 2007 is renowned as the first Thai jurisprudence to prohibit discriminatory and colored Acts of the Apostless against individuals with disablements and to penalize anyone that does non stay by the jurisprudence. Besides, the Act has expanded the rights for Thai individuals with disablements and explained these rights in more item. Most significantly the Thai authorities has confirmed its support for the CRPD by seting the domestic statute law to suit the CRPD ( â€Å" The royal Thai, † 2008 ) . There are four major NGOs which are involved in a broad scope of activities and influence on the Thai disablement policy which include: Thailand Association of the Blind ( TAB ) , the Redemptorist Foundation for People with Disabilities, the Association of Parents for Thai Persons with Autism under the Thai Autism Foundation, and the National Association of the Deaf in Thailand ( NADT ) . These NGOs epitomize individuals with disablements every bit good as their households ( Delcore, 2003 ) . Within the last few old ages in Thailand, all four NGOs acknowledge the Empowerment Act as an advanced legal device that has improved the legal and policy development, in footings of penalizing favoritism against those with disablements. They agree that even with an active disablement association and recent promotions at the national degree, the state of affairs of individuals with disablements has non been much improved in the rural countries due to poverty and countless societal exclusions. Many with disablements are still denied from instruction and employment. The private sector is in demand of more employment chances for individuals with disablements due to hapless apprehension and support of the employers. Furthermore, the quality of instruction and other related services for individuals with disablements requires more betterment in Thailand. Many individuals with disablements are have HIV/AIDS due to deficiency of instruction of it, and some individuals with disablements large ly deaf people are below the belt treated when it comes to legal instances due to incomplete gestural linguistic communication reading. Young adult females with disablements easy become victims of different developments, such as those with hearing damages or rational disablements are really weak and socially cut off and make non have sufficient instruction ( Delcore, 2003 ) . With the formation of the CRPD and the Thai Persons with Disabilities Empowerment Act betterments have been made at the national degree, nevertheless non much of a alteration has been made at the lowest degree in Thailand and other developing states. Stating that handicapped individuals have rights is of import although it may non be plenty to convey about a existent accommodation for handicapped individuals. All local leaders should be knowing about the rights of those with disablements every bit good as an duty to protect their rights. Another benefit is to hold local leaders with disablements that can function for the authorization and be an illustration to those with disablements in their community. This will recommend the demand to authorise individuals with disablements and educate local people on disablement issues. It is evident that the apprehension of the Thai public scope is limited refering the rights of individuals with disablements, and there is trouble in the transport ing out of the Empowerment Act and publicity of the CRPD in the authorities. They face many issues such as hapless apprehension, policies adopted by the cardinal authorities are non expressed in local authoritiess decently, and hence the apprehension of the rights of individuals with disablements at the local degree is really restricted. It is important to raise awareness through public instruction ( Delcore, 2003 ) . The Thai disablement policy is traveling on the right class. It is in a transitional period by following the international motions. The Thai disablement policy needs farther rating to hold existent execution. It is stressed that the appraisal and monitoring of policy execution are critical but presently missing. The future NGOs should be more involved in monitoring and rating. NGOs in Thailand and their representatives with disablements have been late really much involved in the formation of the national policy in comparing to the yesteryear every bit good as the environing developing states. While some people with disablements are asked to take part at the national degree, merely a little figure of individuals with disablements are take parting at the local degree. More local leaders with disablements and local self-help groups need to take part in the policy formation and force these plans at the local degree. More efforts should be made for authorising individuals with disablement s particularly in the rural countries ; the difference of the state of affairs of individuals with disablements between Bangkok and other parts has been increasing. The execution of Thai disablement policy should be farther dispersed in the hereafter by bettering local plans ( Delcore, 2003 ) . The Convention on the Rights of Persons with Disabilities has raised cardinal cognition of the rights of individuals with disablements in the developing states and has besides influenced the formations of their disablement policy. Thailand is a underdeveloped nation-state ; it has already ratified the CRPD and has launched an anti-discrimination jurisprudence for individuals with disablements. Article 32 on international cooperation in the CRPD states that â€Å" international cooperation is necessary to back up national attempts † . Through NGOs and civil society, and a state ‘s authorities, have the chief duty to back up and support the rights of its citizens with disablements and achieve international cooperation. Organizations of individuals with disablements and other NGOs have been the most active and have started the publicity of rights through their local webs. In Thailand, local leaders with disablements have great possible in distributing the ends of the CRPD a t the community degree. UK, Australia and Japan ‘s international giver bureaus have been involved for old ages, in helping the development for individuals with disablements. Distinguishing the relationship between poorness and disablement, these bureaus attempt to take in individuals with disablements and include them in their international development plans. Therefore, it is apparent that major giver bureaus are ready for the executing of CRPD Article 32 if they remain committed to achieve effectual execution. In add-on, their coaction with different associations that deal with individuals with disablements and other NGOs are turning, which will enrich plans of these bureaus.

Primary Dyslexia and Secondary Dyslexia Essay Example

Primary Dyslexia and Secondary Dyslexia Essay Example Primary Dyslexia and Secondary Dyslexia Paper Primary Dyslexia and Secondary Dyslexia Paper Dyslexia is currently one of the most well known learning disabilities found in school age children in the United States, and is the most common one faced in school districts. It affects approximately five percent of all elementary aged children (Mayo, 2007). This disorder can cause delays in the areas of reading, writing, spelling and in some cases even speech(MedicineNet, 2006). It occurs in varying levels from a mild problem creating an annoyance to severe impairment which can cause school failure and serious depression (MedicineNet, 2006). Dyslexia is often suspected when children of average to above average intelligence fail to obtain age appropriate levels of reading, writing and spelling. It is characterized by frequently misspelled words with upside down or transposed letters. In order to receive a diagnosis of dyslexia a vision problem and is ruled out. An additional factor to be considered is the educational opportunities available to the child. A child who had no opportunities to read would inevitably be delayed in the academic areas. A diagnosis of dyslexia can be devastating to both the child suffering from the disorder and the child’s family. Once it is diagnosed, the school district the child is in takes interest in the child’s well-being, but the thoughts and concerns faced by the parent additionally need to be addressed following a diagnosis. There are three identified types of dyslexia known as Traumatic Dyslexia, Primary Dyslexia, and Secondary Dyslexia (MedicineNet, 2006). The types of dyslexia are categorized by the suspected cause of the disorder, but the symptoms are the same. Trauma Dyslexia is caused by some kind of brain injury to the area of the brain that controls language skills. This type of dyslexia is rare (MedicineNet, 2006). It is not the typical form that is seen in schools. Primary Dyslexia is a hereditary disorder involving a dysfunction of the cerebral cortex in the brain (MedicineNet, 2006). This malfunction does not get better with age and there is no cure. People suffering from this type of dyslexia usually struggle with reading and writing throughout life and often do not read above a fourth grade level (MedicineNet, 2006). There are treatments that can be used to help the person with the diagnosis cope with the disorder however. The third type of dyslexia, secondary dyslexia, is thought to be caused by impaired prenatal hormonal development. This is not as common as primary dyslexia. It is more common in boys and does get somewhat better as the child reaches maturity (MedicineNet, 2006). Symptoms of Dyslexia are often not recognized until a child is school age, and even then the signs are often misinterpreted for other conditions. It is very easily misdiagnosed as Attention Deficit Disorder, as the observable symptoms, distractibility and acting out, are very similar to symptoms of ADHD. Besides the acting out, some of the most noticeable signs are the child’s apparent inability to read, write or spell at age level even though the child may be very intelligent in other areas. Children with dyslexia typically write letters backwards, upside down or in the wrong order. They may read the words without comprehending what they are reading. In addition to the reading and writing problems, some behavior concerns sometimes are also present such as an easily distracted child, a disorganized child, or one who seems to cause trouble in class (WebMD, 2006). These behaviors manifest due to frustration over not being able to understand what is expected. Self esteem issues often come about due to the frustration and the embarrassment of having to admit having reading problems. Due to the embarrassment of not being able to read at age level, many children will find ways to hide the disability, which leads to a large number of cases either not being diagnosed at all or being diagnosed late. Once the problem is discovered it can be treated somewhat successfully in most cases. Treatment for this disorder is quite different than that of most disorders, because it does not involve medication. There is no cure to get rid of dyslexia, once someone is diagnosed with it he will always have it. However, training is available to help most children diagnosed with dyslexia retrain their brains to function at the highest possible level. These learning strategies work best the earlier a diagnosis is made, however older children and adults can still be helped by the learning strategies. Some of the strategies involve a way of learning that differs from traditional learning styles. Although there is no cure for the disability and people with it struggle throughout life, it is treatable. People can develop skills to cope with the disability and the vast majority can be very productive. People with dyslexia often excel in areas of complex thinking and creativity. Many of them become designers, engineers and even doctors. Once people with the disorder can learn to cope with the frustration and find ways to compensate for the brain confusion, many can read and function successfully. Dyslexia greatly impacts not only the child diagnosed with it but also the child’s family on a larger scale society. The child deals with the daily frustration of trying to keep up with other students, when he sees every word differently than the other children. When the words do not look right and are difficult to figure out, the child soon looses interest in reading, and simply begins trying to find ways to hide the fact he does not understand how. He might begin to act out as a way to distract others from realizing that he is having difficulty reading. If the disability is not discovered and diagnosed soon, the child continues to fall behind his peers in his reading development and the embarrassment becomes worse. This can lead to additional frustration, acting out and failing grades. When the child’s peers discover the problem or learn about the failing grades, they begin to tease the child increasing the distress and frustration. When the child’s parents become aware that the child is having problems, the child has often been covering it for some time, but can no longer maintain good enough grades to hide the problem. Parents become impacted by the child’s struggle to maintain good grades and to keep up with peers in reading and writing. They often feel helpless because they do not know how to help the child. Parents want their children to be happy and do well, for this reason it is very difficult for them to see their child struggle. In order to avoid having to admit there is a problem or to answer questions, the child learns to avoid all situations that might place him in a negative situation. Sometimes the child becomes withdrawn from the parents and other people around. This withdrawal due to embarrassment and frustration can cause problems with not only family relationships, but with other social relationships as well. The child may stop associating with friends and spending more time alone. They might cut off contact with friends or romantic interests due to a fear of admitting they have difficulty reading. Society is affected not as much by one child with dyslexia, but with the large numbers of children affected by the disorder. School districts are required to educate the children in the district, and if a significant percentage of the population is not performing to age level, this goal is not being reached. Continual pressure is being placed on society to graduate smarter and better educated young people, therefore the pressure is increased when the there are large numbers of people who do not process information the same way average people do. This requires society to take a new look at the way it educates children and what needs to be done to help all children perform to the best of their ability. The good news is that people who have dyslexia can be helped and those who care about them can learn how to help them. Parents can help their children by offering support. One of the first things they need to do is get to know their children and work with professionals to find the best way to teach them (Shaywitz, 2003). For children who do not want special treatment, there are a number of books and workbooks that parents can get to work through with their children. Some of these encourage young people to talk to parents and doctors about the problems they experience (Shaywitz, 2008). It is very difficult for a child to admit problems, but when he has the courage to tell someone, the first step is to get the child tested. This can be very stressful for the child, but is needed in order to get a proper diagnosis. Once the diagnosis is made, a team of parents, teachers and other professionals can develop a plan to help the child reach his maximum potential and regain confidence. In order for this plan to be completely successful, the child needs to be included in order to allow him to provide input on what procedures are most helpful. Once the child has learned coping skills to help him become more confident and independent, hw will become less withdrawn and more academically capable. Sometimes the testing procedure and the treatment can be more detrimental to a child’s self-esteem. If a child is older when the problems are discovered, being placed in a special program and labeled as disabled causes an impressionable child more stress and trauma than he was already feeling. The treatment needs to focus on the best ways to meet the needs of the child instead of how to make the school districts success numbers look better. If the child is subjected to further embarrassment through the program, he might withdraw even more or be teased more. This could lead to lower development and in some cases dropping out of school or suicide. With laws being passed in the last several years, to make sure that all children are adequately educated, schools have been subjected to increased pressure to graduate children. For this reason there are greatly increased opportunities for children to have additional training and classes. Special and individualized programs have been designed to help children with disabilities be successful. These programs are very good and helpful for the children if the focus is kept on the children. There can sometimes be problems when the school rather than helping the child become more successful, the school lowers the standards simply to graduate children. Although, the children need some extra assistance and sometimes a series of smaller goals to reach the larger ones, they need to be able to reach some basic expectations in order to be considered a graduate. The drawback of graduating ill-educated students from high school, means that people are being into the adult world without the proper skills to function successfully in the world. Most people have heard of dyslexia, but many of them think of it as an inability to read without having a full grasp of what the disorder involves. They know it has something to do with turning letters around, but are not aware of the depression or behavior problems that can be caused by the frustration of wanting to succeed and not being able to. Children with dyslexia are not lazy or less intelligent. They are children who can be very successful and intelligent if the need for a different learning method is determined early enough to develop a plan of success that works for that specific child. The vast majority of people with dyslexia can meet the requirements for graduation and become successful adults, if they are able to learn the strategies to enable them to compensate for the ways their brains process information differently than the average person. Having a diagnosis of dyslexia does not make them any less valuable to society or less likely to contribute. They simply view words and letters differently than the average person and need to compensate for this by learning to use their brain processes to understand the words that other people can view easily. It can be done, and many people prove every day that it can be done successfully. The important thing is that the children diagnosed with the disability have much needed support in order to refrain from using the disability as an excuse to fail rather than a reason to succeed. Resources: Dyslexia. (2007) Mayo Clinic. Retrieved November 20, 2008 from: Dyslexia MayoClinic. com Dyslexia. (2006). MedicineNet. Retrieved November 20, 2008 from: Dyslexia Symptoms, Signs, Causes, Types, Diagnosis and Treatment on MedicineNet. com Dyslexia Symptoms. (2006) WebMD Retrieved November 20, 2008 from: Dyslexia-Symptoms Hultquist, Alan M. (2008) What is Dyslexia? : A Book Explaining Dyslexia for Kids and Adults to Use Together Jessica Kingsley Publishers/Philadelphia. Shaywitz, Sally Md. (2003) Overcoming Dyslexia: A New and Complete Science-Based Program for Reading Problems at Any Level Random House/New York.

Homework Invention and Transformation Key Points

Homework Invention and Transformation Key Points Invention of Homework: Who Is to Blame and Did He Hate Students That Much? Probably every student sitting over fill-in test sheets, verb lists or math problems has wondered at least once who designed the after-school learning process a.k.a. homework and why he did it. Obviously not for the love of science and learning, since such loads of homework just overburden students and make them sleepy and tired all the time. But why, then? Because students were too loud and nasty and so it was a kind of punishment to make them learn even at home? Or because a teacher was lazy, busy or absent and so students had to catch up with the curricula on their own? Well, the history of homework is not that dramatic or mysterious, but it does contain some useful insights that can benefit both students and teachers. A Bit of History Although no source provides clear mentioning of homework through the long history of education up to the 19th century, it is most probable that it existed in this or that form all along the way. Doing observations, composing verses and speeches in rhetoric in the antiquity, memorizing prayers and Biblical texts in the middle ages, acquiring knowledge about the natural world from books and from nature in times of the Industrial revolution – it all required work beyond classroom walls. Besides, methods of teaching and available supplies before the invention of the printing press meant that most things had to be learned by heart. So information was either copied from valuable books or from teacher’s voice and learned after classes, or learned in class through chanting and mnemonic tools, thus being homework done in class. Some cite Marcus Quintilian, a famous Roman orator and teacher, as a first person to explicitly assign homework, but there is no clear written evidence for it. However, Quintilian was a first humanist teacher who focused on the needs of child and benefits of early education, so his influence is recognized today even without reference to homeworking. The appearance of the printing press meant that books were made available to a much wider audience, and so opportunities to make kids study after classes efficiently became wider. Fiction and non-fiction literature of early modernity sometimes mention children learning their lessons after classes to be able to recite them in class on the next day. Thus homework was in full bloom long before the thorough overhaul of education in the 19th century and the establishment of a truly comprehensive and standardized educational system. Homework Timeline In the 19th century and closer to the 20th century needs of developing economy and advances in child psychology and physiology meant that educational approaches and beliefs had to be reconsidered if they were to prepare kids for the life in new conditions. Class time was limited and standardized, a content of study aligned all across the country and made more practical, teachers were certified and the outcome of education was also outlined in measurable terms. Learning was to be intense, but class time could not host all information and activities anymore. Thus homework became an important part of education, but it also became regulated and quantified, relying not only on memorization but on independent work and creativity as well. The name of Roberto Nevilis is sometimes connected to the history of homework but he cannot be credited with inventing something that actually existed long before. It is possible that he was the first to put forward a scientific foundation for how to assign homework, but we will never know it for sure. Nevertheless, the real value and proper rationing of homework were being tested and adjusted well into the 1930s, when an explosion in psychological studies helped understand educational needs of children and how they can be nurtured and supported, not destroyed, by homework. Namely, there are benchmarks that differentiate useful homework from a homework dispensed as a punishment: Educationally useful homework is feasible (i.e. practically sound and accomplishable) It is not excessively large and difficult (part of feasibility) It is dispensed when students are independent enough to study without a teacher. These are basic requirements that apply to any kind of homework. Thus when students claim that they cannot cope with homework load because it consumes all their time it means that the first two commandments of good homework are breached and its benefits rapidly decline. But how does homework work? It is not a pun, there are scientific explanations of the process of knowledge acquisition that do point to the necessity of homework. Read them through, and you will never doubt the necessity of homework as such. Today no one doubts that proper homework helps to consolidate the freshly acquired knowledge and provides an opportunity to work independently and to find out what pace and methods of learning work out for every particular student. Thus good homework targets at achieving these goals and at enabling students to get the maximum of benefits from every topic studied. in class, the material is newly acquired and comprehended. Everything happens in time-pressed manner, where after learning new topic students are to take tests, do exercises or engage in some other unrelated kind of activities because the curriculum is wide and time is scarce; to get a better understanding of material repetitive reading and analysis are required, and they can happen out of class only. So reading and analyzing at home improves understanding and internalizing of knowledge; scholarly concepts can be tricky to grasp in class on the go, so at home, where nothing distracts and time permits, their assimilation and memorization happen more easily and naturally; memorization cannot happen immediately, every student has their own memory capacities, and what one remembers immediately, the other can memorize only after reading it a dozen times; what is repeated at time intervals and rehearsed at home is learned much better than something learned in the classroom only; homework gives time and space to be creative, to come up with new ideas, play with them, research, and so on. So indeed it is a tool of boosting creativity and independence. But we will remind again, all these good things happen only when homework is feasible and limited in time. If all free time of students is consumed by learning only, the benefits of homework turn into downsides. Besides, when assigning homework teachers and instructors need to take into consideration that acquisition and internalization of material happen through various kinds of activities, not only through reading and writing. The learning process includes several stages: initial perception understanding of perceived concepts consolidation formation of skills application of skills in practice. Every mentioned stage needs its own methods of work, and teachers are to select combinations of these methods to include into homework so that every aspect of the learning process was involved and activated. It is a complex task indeed, but if performed properly, homework turns from a nightmare into a cool journey full of discoveries and wonders. Genuine Goals of Homework Believe it or not, but homework was not created out of spite towards naughty students. It was born out of necessity and proved its value across continents and times. Different countries apply different standards in regard to the amount of homework. There were times when this load was on the rise, then the tide receded and kids had more freedom, now the high tide of a home task is back again. But no matter where properly measured and diversified homework enables students to do more than in class and to do so in comfort: students can plan their work as they want they can study without someone assessing them they do not have to haste or put a stop in the middle of a sentence to turn the test in they choose the pace and rhythm they use all the sources they need. Thus home task supports the academic activities performed in the class and provides space for more activities that help students know more and study better. Indeed, they memorize the stuff learned in class, revise and refresh in memory previously learned things and consolidate and apply newly acquired skills. That’s the goal of a good education, and homework is an integral part of the path towards it. But in addition to these purely academic benefits, homework develops in students more general life-saving skills: responsibility, self-planning and will basics of self-education research and information evaluation skills, use of various sources information processing capacities (analysis, synthesis, hypothesizing, analogy, etc.). These primary and secondary goals and benefits can all be achieved – and are achieved – under a proper application of homework and its types. Combination of different varieties of assignments is a key to helping students learn and not killing their curiosity. But what are these types? Optimal Types and Scopes of Homework Types of homework are the same as types of work in class, and so a combination of several of them makes home learning not so boring and more effective: Initial acquisition of information from textbooks/lectures Written exercises Oral exercises Memorization exercises Creative tasks Large written projects Craft projects Lab work, experiments, field work. Each kind of work is valuable in itself, but when put together in moderate amounts and diversified, they work wonders when assigned for home performance. If you need any kind of the above-mentioned tasks, just let us know and you will get the A-grade assignment completed as fast as you need it. Homework and Improved Education: Mission Possible? So what’s the conclusion? It looks obvious now that canceling homework is implausible and senseless since it will hurt the educational process. After receiving information in class students need to consolidate it, refresh in memory and apply in practice. It all can be done successfully at home only when time permits and a student is relaxed. If all conditions of good homework are met, it will work wonders for students’ skills and grades. And of course, it is wrong to believe, as some teachers do, that homework is a way to discipline kids and teach them time management. It is not. It is neither a punishment nor a mechanical tool of oppression. It is a valuable addition to the class time that helps students learn better and learn more. But teachers should understand this role of homework and organize it properly and reasonably, in the first place. In other words, they should learn their lesson.

Grammar Tips Adjectives and Adverbs

Grammar Tips Adjectives and Adverbs Grammar Tips: Adjectives and Adverbs When we want to add extra descriptive detail to a sentence, we use adjectives and adverbs. These are words that modify other words or clauses in a statement. But there’s an important distinction between adjectives and adverbs, which is crucial to understand if you want to make sure your writing is grammatically correct. In the following, we explain how each of these word types should be used. Adjectives (Modifying Nouns) Adjectives are mostly used to modify nouns and pronouns, usually to tell us something about the properties or character of an object, concept or person. This can be useful for identifying a specific individual. For instance, the adjective â€Å"sad† can be combined with the noun â€Å"clown† to make the noun phrase â€Å"sad clown.† This would make the clown in question distinct from a â€Å"happy clown.† Life is hard when your emotions depend on your makeup. Different adjectives are used to describe different qualities, including: Size and shape (e.g., â€Å"shark’s teeth are small and triangular†) Color (e.g., â€Å"the red sky†) Texture (e.g., â€Å"a fuzzy kitten†) Taste (e.g., â€Å"a minty flavor†) Sound (e.g., â€Å"a deafening explosion†) Age and time (e.g., â€Å"the old man gave a lengthy speech†) Emotions and character (e.g., â€Å"she was pleased with the result†) Quantity (e.g., â€Å"many people†) The key thing is that adjectives name an attribute of a noun. Adverbs (Modifying Action) A verb is an action word. To show how an action was performed, we use adverbs. For example, to describe the speed that something happened, we could use an adverb like â€Å"quickly† or â€Å"slowly†: Put the gun down slowly and raise your hands! Should I raise them quickly or slowly? Some adverbs can also be used to modify an adjective and add extra detail. In the following sentence, for instance, the adverb â€Å"truly† is used to emphasize to the adjective â€Å"terrible†: I feel truly terrible about the incident with the gun. In addition, adverbs can modify other adverbs. The adverb â€Å"more,† for example, can be used to show the degree to which another adverb (e.g., â€Å"sincerely†) applies: You need to apologize more sincerely than that! It’s often easy to spot an adverb because many end in â€Å"-ly.† But this isn’t always the case, such as with â€Å"more† or â€Å"very,† and not every word that ends â€Å"-ly† is an adverb, so you should be careful when using this guideline. Forming Adverbs from Adjectives Many adverbs are formed by adding â€Å"-ly† to the end of an existing adjective (or replacing the â€Å"-y† with â€Å"-ily† if the adjective already ends in a â€Å"y†). However, if you’re not sure whether you’ve formed or used an adverb correctly, having your work proofread can help.

The effect of temperature on the Kinesis behavior of fly larvae Essay

The effect of temperature on the Kinesis behavior of fly larvae - Essay Example Firstly, enzymes play a major role in the respiration process. Respiration provides larvae with more energy to carry out movements. On the other hand, enzyme activities depend on temperature. Increases in temperature lead to more enzymatic activity. An increase in enzymatic activity spurs the respiration process in turn making more energy that enables the larvae to cover more distance. However, increases in temperature past the optimal point would lead to denaturation of the enzyme, which would result in less energy production. Consequently, the distance that the larvae cover reduces (Sharma 2013). Secondly, the optimal temperature of 24 degrees Celsius allowed the larvae to reach their maximum metabolic rate. That is why the distance covered by the larvae tends to increase up until the optimum temperature is reached (Johnson & Case 2013). Thirdly, other environmental factors such as light affect the movement of larvae. This experiment did not control such factors, which influence the movement of the larvae. For instance, a change in the wavelength of light would lead to a change in the movement of larvae. Similarly, the intensity of light can have an influence on the movement of larvae (Gadd & Sariaslani 2013). In order to control the effects of light intensity and wavelength on the movement of larvae, I would perform the experiment under different light settings. This would enable me to measure the influence of light on the experiment. Finally, another explanation for the results is the large spread in data. This could be a resultant of differences in the genetic composition and metabolic state of the larvae. Additionally, there was no repeat of the experiments. In order to control these effects in future experiments; I would use a larger sample size and perform three trials for every experiment (Raven & Johnson 2002). One of the possible errors is the direction that the larvae covered. Even though the larvae seemed

'At the end of the day, competition is the only thing that motivates Essay

'At the end of the day, competition is the only thing that motivates the theories revisited' - Essay Example t to entice the new customers, build partnerships with stakeholders and remain steadfast in lobbying for the sake of their respective business enterprises. All of this adds up to the smooth working mechanisms which an organization undertakes within the midst of ever-growing and ever-present ‘competition.’ The manner in which this competition is given a new twist is dependent a great deal on the ways adopted by the individual employees – in solitude as well as in the form of groups and teams. At the end of the day, competition is the real instigator for change, and a true motivator. Nothing else can beat the hype created by a competitive environment and the users are, rest assured, quite wary of this very tussle. As a matter of fact, motivation comes about within the thick of things when there is competition to bring about the value which the customers are looking towards at having. This motivation is exponentially increased when the organizations understand the very quotient of change happening within the dynamics of business undertakings and processes. Quite rightly so, competition brings in the metaphor of change – a change which eventually promises to motivate the organizational players into giving in their very best. Whether or not this motivation is enough to reap results, and that too of an effective level, this remains highly dependent on the motivation which is being brought about by the realms of competition and competitive activities. The different theories of motivation thus take into account the element of competition coming into their domains. This means that motivation comes about when there are competitive levels doing their very best and thus bringing about a solid ch ange within the dynamics of processes and norms which are relevant with respect to business regimes. Organizational philosophies have long banked on the premise of motivation and if its instigation is happening from the competitive levels, one can be sure that this is not a

Abnormal family Essay Example | Topics and Well Written Essays - 1250 words

Abnormal family - Essay Example , this easy examines the various problems that women face all over the world such as relationship issues in marriage, their happiness, fertility issues, self identity, and freedom. I would like to thank my dear mother who took care of me and encouraged me to follow my dream of being a writer, despite being a woman. Notwithstanding all the problems she went through for educating her girl child, she was able to educate me to university level, and study the course of my dream. Thanks to all mothers out there who have done the same for their children in order to create a better world. Furthermore, I thank all female organizations that have purposed to educate women on the importance of fighting for their rights in relationships and independence. In the novel, the two women Jane and Akiko live in different parts of the world, but are connected by a cooking TV show known as ‘The American Wife’, which shows American housewives making wholesome American meat dishes (Ozeki 8). The show is produced by Jane the filmmaker, while Akiko watches it and prepares the meat dishes to her husband, but she runs to the bathroom to throw up. However, according to (Ozeki 12), the meat is used as a metaphor, in which the cows refers to women, chattel to wives, the meat or flesh refers to the bodies of women, as well as the sexual and the irreducible element of human identity. The television is used metaphorically to refer to the meat market, and Jane represents the physical image of the American housewives that satisfy the needs of the Japanese TV consumers. The year of meats is makes a deductive argument by highlighting lesbianism issues in the society. People in the society usually have negative attitudes towards people who are not heterosexual mainly in terms of relationships, identity and community. This is called homophobia and mainly leads to discrimination of such people. It occurs in terms of workplace discrimination, physical attacks, and homophobic jokes among others.

Operation management Essay Example | Topics and Well Written Essays - 1000 words

Operation management - Essay Example But one thing we wouldn’t like to do is to pay much for such services. To be able to deliver quality services and goods to the customers, there are management skills that are needed. Operations management therefore focuses on such management skills that lead to higher productivity and increase responsiveness, providing more choice to customers and delivering quality standards. In short, operations management involves analyzing business processes and how to improve them (Investopedia, 2013). Progressing further, operations, management can be defined as the administration of business practices in order to create the highest level of efficiency in an organization. It is thus concerned with converting materials and labor into goods and services in an efficient way in order to maximize the profit of an organization. Therefore, the operational management team is concerned with designing the inputs (materials, labor, and overhead) conversion methods, into outputs (goods, services and value added products), that brings benefits to the organization. Arguably, one would say that high level efficiency in an organization may be attained without employing certain administrative practices; hence operational management has no importance in making the business attain efficiency or maximize profit. This paper is meant to find out the solution between either using operation management or no operation management to achieve organizational efficiency. Nonetheless, one would wonder if firms that do not employ proper operations management techniques would also be able to maximize on their profits as they improve on the efficiency of the firms. This is as opposed to those firms that are keen about the kind of operations management techniques that are employed in their daily operations. Obviously, it becomes very necessary for all types of organizations to consider operations management since they all produce a mixture of some goods and services. In smaller organizations, many o perations management activities are done by the other employees who are involved in many other operations of the firm such as marketing staff and accountants. Operations management is considered important in any organization as it aids in making the decisions that would impact the costs of producing the products and services that the firm is involved in. It also aids in making a decision that would impact how well the products and services are delivered, which then is critical to the revenue that the organization receives. This would then mean that, when good operations management programs are put in place, the cost of production would be less while the products and services delivered would be of high quality, hence the resulting revenue that would be received by the organization will be high. When poor operations management programs are put in place, less revenue will be earned, hence good operations techniques are essential for profit maximization in any organization. Following th at, to illustrate this fact, a certain restaurant has employed two different operations management techniques in order to compare the cost of operations involved in running the restaurant. For the first three months, the restaurant hired excess workers and used to purchase materials in excess so that extra material could be given to the workers to avoid going bad. After the here months, a new management was put in place and there was a difference in the

The Value of SWOT in General and Regarding Planning Case Study

The Value of SWOT in General and Regarding Planning - Case Study Example SWOT is essential in the planning stage of any management or marketing implement because it defines the internal and external environment of which the plan will be based. The efficacy of a plan depends on the accuracy of the assessment of the environment of which it will be applied as defined in the SWOT. SWOT provides a reality check in the execution stage of any management or marketing implement. It fine tunes the execution as SWOT considers the new realities in the internal and external factor of the organization. a) The extent to which the foregoing listed strengths, weaknesses, opportunities and threats are generic, ie. insofar as product and service providers are concerned? SWOT can be generic in terms of the internal assessment (strength and weakness) in terms of assessing the competency of its people. It is usually expressed in general terms such as â€Å"we have very talented people to execute the task†. In the weakness aspect, factors such as ailing equipment that ca n no longer perform the task adequately are expressed in general terms. With regard to external factors, competition is typically expressed in general terms in the threat aspect of SWOT. Assessment of opportunity in SWOT can be expressed in general in terms of growth of companies if they will be successful in the identified market. b)What SWOT considerations would you delete, change categorically, or add, if you were in the sports shoe industry and wished to be known as a socially responsible producer? The threat factor would be removed in the SWOT in order to be known as a socially responsible producer of shoes. It is because the competition must be ruled out in the consciousness of the business that compels it to compromise social responsibility in exchange for competitiveness.

Operation management Essay Example | Topics and Well Written Essays - 1000 words

Operation management - Essay Example But one thing we wouldn’t like to do is to pay much for such services. To be able to deliver quality services and goods to the customers, there are management skills that are needed. Operations management therefore focuses on such management skills that lead to higher productivity and increase responsiveness, providing more choice to customers and delivering quality standards. In short, operations management involves analyzing business processes and how to improve them (Investopedia, 2013). Progressing further, operations, management can be defined as the administration of business practices in order to create the highest level of efficiency in an organization. It is thus concerned with converting materials and labor into goods and services in an efficient way in order to maximize the profit of an organization. Therefore, the operational management team is concerned with designing the inputs (materials, labor, and overhead) conversion methods, into outputs (goods, services and value added products), that brings benefits to the organization. Arguably, one would say that high level efficiency in an organization may be attained without employing certain administrative practices; hence operational management has no importance in making the business attain efficiency or maximize profit. This paper is meant to find out the solution between either using operation management or no operation management to achieve organizational efficiency. Nonetheless, one would wonder if firms that do not employ proper operations management techniques would also be able to maximize on their profits as they improve on the efficiency of the firms. This is as opposed to those firms that are keen about the kind of operations management techniques that are employed in their daily operations. Obviously, it becomes very necessary for all types of organizations to consider operations management since they all produce a mixture of some goods and services. In smaller organizations, many o perations management activities are done by the other employees who are involved in many other operations of the firm such as marketing staff and accountants. Operations management is considered important in any organization as it aids in making the decisions that would impact the costs of producing the products and services that the firm is involved in. It also aids in making a decision that would impact how well the products and services are delivered, which then is critical to the revenue that the organization receives. This would then mean that, when good operations management programs are put in place, the cost of production would be less while the products and services delivered would be of high quality, hence the resulting revenue that would be received by the organization will be high. When poor operations management programs are put in place, less revenue will be earned, hence good operations techniques are essential for profit maximization in any organization. Following th at, to illustrate this fact, a certain restaurant has employed two different operations management techniques in order to compare the cost of operations involved in running the restaurant. For the first three months, the restaurant hired excess workers and used to purchase materials in excess so that extra material could be given to the workers to avoid going bad. After the here months, a new management was put in place and there was a difference in the

Tissue engineering Essay Example | Topics and Well Written Essays - 1000 words

Tissue engineering - Essay Example ed to traditional methods as it solves twin problems of donor scarcity and the risks of tissue transplant rejection including transmission of diseases (Gomes & Reis, 2004, p. 738). Tissue engineering is a relatively new field of research and there is a paucity of certain academic scientific materials and research studies. It is expected this new field will have a big impact on the provision of health care in the coming years when more complex bio-materials are needed for functional tissues like bones, cartilage or large bone segments (ibid.) and even complex organs. Stem cell research has been very useful so far but there are so many ethical and other moral issues involved which has stymied large-scale efforts in this direction. Tissue engineering has no such ethical considerations as it does not involve embryonic stem cells. This new process holds much promise from the medical and economic standpoints as it skirts moral issues while potentially offering much lower costs to the patients. As example, the world market for bone grafts shows 50% are from autologous grafts while only 10% are from synthetic bio-materials thereby indicating substantial room for growth in terms of unmet market need. This entirely different approach intends to help diseased, defective or lost tissues to regenerate themselves or develop biologically-acceptable substitutes using homogeneous or heterogeneous cells. The new technique is alternatively called as regenerative medicine or as re-constructive medicine using either autogeneic cells or foreign cells. In the course of conducting research, medical scientists accidentally found out statins are very helpful in the formation of bone tissues. This coincidental or accidental discovery is very much reminiscent of the way Viagra (sildenafil citrate) was discovered to be helpful in curing ED while in the course of conducting research for finding a cure of many heart-related ailments like pulmonary arterial hypertension, angina pectoris and

Power of Culture to Create Better Future Essay Example for Free

Power of Culture to Create Better Future Essay It is rightly emphasized that â€Å"The future depends on what you do today. † And whatever we do today represents our culture. Actually Culture is a word for people’s ‘way of life’, meaning the way they do things. Different groups of people may have different cultures. Culture is seen in people’s writing, religion, music, clothes, cooking, and in what ever they do which makes their country different and unique from others. Culture simply means to control the over nature. It includes the outlook, attitude, values, goals and practices shared by society. As different people have different cultures, they have different ways of thinking about and understanding the world and their own lives. As for my country, I believe that my culture is a lot different from others. My culture says to meet everyone with a smile. My culture teaches me how to do good deeds. It teaches me to prevail brotherhood. How would a nation survive without brotherhood? Without peace? How would u want your future to be? Violent? No right? So that’s how our culture helps to create a better future. We all would definitely want a peaceful future and if we follow our culture, we would definitely have it like we want. Our culture also includes the way we dress. Our dressing plays one of the most important parts in our culture. It shows our belonging to our country. As in my country women are supposed to cover themselves or they are said to be half responsible for violence. If we don’t follow this tradition then definitely our future can’t be good. If we follow these traditions now, our children who are the actual future will learn this and this would lead them towards betterment and as it is said, â€Å"A person without the knowledge of their past history, origin and culture is like a tree without roots† Culture also means the integrated pattern of human knowledge and belief. And whatever people believe today comes from education. As Malcolm X said, â€Å"Education is the passport to the future, for tomorrow belongs to those who prepare for it today. † Education is the main way for a better future. If we won’t be educated now, what will happen in the future? My country’s culture teaches me to get education, no matter how long you have to travel. And if we follow the culture today, we would get what we want in the future. Education is the key to success. It can help us in the development of our nation. People now days usually forbid women education but The founder of Pakistan, Quid-e- Azam M. A. Jinnah said, â€Å"NO nation can achieve anything, until it is women who go side by side with men even to the battle field. † Women and men are equal. This difference has been finished now days. There are working and successful women who influence our daughters to do something better for the future. That is the power of our culture. It influences the today’s world which inspires the new generation. Education also enables us to create new technology which makes our lives easier. Today, the world is much more problem free than the olden times. The reason is because technology is invented. More technology may help our lives get easier and lead us towards a better future. Cultures influence our lives. They teach us the rules to live in a country. Our culture also says to follow rules. We follow rules and this can be counted as a step towards betterment. Not following rules may lead to accidents and accidents are the first step towards violence and terrorism. Following rules, whether in our country, home, school or anywhere, can be counted as a help towards a better future. In the end I would just like to say that now a day’s people are forgetting about our culture. Following our culture might help us create a better future. Every little step counts. Now it’s up to us if we want to start the journey because as Bob Marley said â€Å"Every man gotta right to decide his own destiny. †

Attachment And Associated Disorders In A Classroom Education Essay

Attachment And Associated Disorders In A Classroom Education Essay EE and JE are two brothers, age eleven and eight respectively, who attend the same mainstream primary. Both children were identified as having difficulties considered consistent within Autistic Spectrum Disorders (ASD) and therefore each was issued with a Special Educational Needs (SEN) Statement. Both children have recently started to experience social, emotional and behavioural difficulties (SEBD) at an intensity which is of great concern for those professionals working with them. A more detailed description of these difficulties will be outlined in the following section. The school they attend opened an ASD Resource Base (RB) in September 2009. The siblings have been timetabled in the Base according to their language and cognitive developmental levels. They were mapped for this wave 3 intervention with the view of increasing their successful inclusion in the mainstream educational offer. For EE, initial assessment lead professionals to allocate 60% of his school time in the RB, along with eight other students of different ages but similar educational needs. All nine children have been assessed within P Scale levels (QCA, 2005). JEs learning difficulties are of a moderate nature and therefore he was grouped in a different ability group with other three students. All children in this group were assessed to be working at National Curriculum level 1. JEs group was scheduled four weekly sessions in the Base with the view to provide additional support in the development of the childrens Literacy, Numeracy and Social/Emotional skills. All teachers involved in their education are developing a shared understanding of the use of Provision Maps (PMs), personalised documents that provide an overview of the childrens allocated wave 2 and wave 3 interventions, as well as their long and short term educational targets. PMs are used to inform teachers planning, both in the mainstream classroom and in the RB. In addition, they provide staff with a shared understanding of each childs educational needs (Gross, 2008). PMs also contribute to the schools inclusive ethos, supporting Riesers (1995) proposal that SEN should be part of the schools equal opportunities policy rather than being considered as a separate issue (cited in Cowne, 2000). Any child on role at this primary can access to the provision that is additional to or different from the mainstream offer at any time their needs indicate so, whether they present with SEN or not. The purpose of this essay is not necessarily to challenge the subjects ASD diagnoses but to analyse the nature of the behaviours they are currently manifesting, which may provide some relevant explanations and result in useful interventions once and if attachment disorders are considered. Johnson (1992) and Williams, OCallaghan and Cowie (1994), authors cited in Geddes (2006), maintain that childrens attachment experiences have implications for those seeking to support them in their learning process. It is the authors assumption that the two boys in this study are using behaviour as a way to communicate their emotional needs. This essay will attempt to give meaning to their current behaviour using Geddes Learning Triangle Theory (2006) and apply this analysis to inform future practice. Recent behavioural changes in both siblings if considered jointly may contribute to critically identifying possible parenting issues, which could prove significant as both children are currently being assessed as potentional candidates for the Child Protection Register. Identifying Problem Behaviours: an outline of background information and recent behavioural observations. EE is the eldest of the siblings and will be moving to secondary education in September 2010. He was diagnosed with ASD when he was almost 3 years old. EE presents with severe difficulties in the three areas of development which constitute the triad of impairments at the core of the autistic spectrum: social and emotional understanding; all aspects of communication; and flexibility of thought and behaviour (Jordan, 2005). During his primary education, EE has been known as a compliant boy, very quiet and tranquil. He tends to keep to himself but responds well to adult lead activities. He finds it hard to stay focused on activities that are not of his own choosing but understands boundaries and responds well to positive behavioural management approaches used with individuals with ASD, such as making connections with key adults, clear expectations, and verbal praise (Kluth, 2003). Over the past two months, EE has shown increasing signs of anxiety in response to other children suddenly b ecoming upset. On one occasion, a little girl in his RB group accidentally hurt herself and began to cry inconsolably. The change in his muscle tone was very apparent to those working with him. He became very rigid and placed his hands on his stomach. After a minute or two, and once the girl had calmed down, EE asked to go to the toilet, which he never had done before during lesson times. While it is reported that EE has been receptive to criticism in the past, he is currently very sensitive to any sign of disapproval, getting easily upset if he feels he is in trouble and often denying any wrongdoing. If another child hurts him/herself and a graze is apparent, EE tries to communicate the incident to an adult. He has begun relating these incidents to his own experiences, intentionally expressing these connections to the adults working at the RB and consequently disclosing events of concern. He has pointed at scars on his body while naming his brother. When asked what happened, EE usu ally responds mummy slaps JE. EEs language difficulties are a barrier to him expressing his needs and historically he has not initiated a conversation with another person. The contexts in which EE feels the need to share his own thoughts are related to others or himself being in physical pain. Recently EEs appetite has also worsened and he is reluctant to join in at snack time, having to be regularly encouraged to eat. It would then seem reasonable to consider EEs behaviours, such as the changes in his appetite, noticeable anxiety and withdrawal, as symptoms possibly associated with a specific emotional disorder, such as depression or anxiety (DfEE, 2001). JE is a year 4 student and the second child of what is about to become a family of four siblings. JE also was diagnosed with ASD at the age of four. He has always had a very loud and active nature. His language impairment is more apparent in his expressive skills, especially when involved in some kind of conflict with his peers. JE is known for his tendency to be non-compliant. When contradicted or challenged, he initially would protest verbally, but would comply with key adults like his teacher or LSA. He had not shown any physical aggression until two months ago. JE regularly appears in a heightened state of anxiety and he has become increasingly negatively fixated on one particular child, with whom he has experienced difficulty interacting with throughout his schooling. His sensitivity to criticism has accentuated recently and his difficulties in initiating and maintaining positive and trusting relationships with both peers and adults are escalating. JEs most challenging behaviour is his determination to always be in control at whatever the cost, both in class and at playtimes. He appears increasingly restless and has expressed lack of sleep. The nature of JEs SEBD is gradually proving more challenging to those working with him, to the extreme of being at risk of permanent exclusion. He is developing a pattern of flight and fight (Geddes, 2006), demonstrating an increasing violence against school property and/or adults. Physical restrain is met with spitting, kicking, punching, and even with the shouting of false accusations. Sometimes the trigger to his outburst can be peers succeeding in tasks or behaviours which he has declined to attempt himself. At other times, the outburst occurs when he has been denied permission to go to the toilet or to access to a preferred activity. His ability to remain on task is deteriorating. When a member of the mainstream staff referred to calling his father to report his behaviour, JE begged for it not to happen, alegating that his father would hit him with the belt. Despite knowing of his tendency to lie, the leadership considered all recent developments involving both siblings, and the schools child protection officer referred their case to Children Services. Circular 9/94 (DfEE, 1994) defines (S)EBD as difficulties presented in a continuum between behaviour which challenges teachers but which can be considered within normal developmental bounds and that which is indicative of serious mental illness. In EEs case, the behaviours he is presenting could be considered typical within the autistic spectrum, yet it is the sudden change parallel to those observed in his younger brother that has alerted professionals working with him, triggering a multidisciplinary analysis of the possible causes underlying these behaviours. JEs disruptive and disturbing behaviours, the deterioration of his social skills and his escalating distress, have lead the author of this paper to consider a possible overlap between his SEBD and mental health difficulties (SEBDA, 2006). It would appear that his current case scenario fits within the DfES (2001) definition of conduct/anti-social disorders: Conduct disorder is a term used by mental health specialists to describe a syndrome or core symptoms, which à ¢Ã¢â€š ¬Ã‚ ¦ involve three overlapping domains of behaviour: defiance of the will of someone in authority; aggressiveness; and anti-social behaviour that violates other peoples rights, property or person. (DfES, 2001 p.24) A referral to Children and Adolescence Mental Health Services (CAMHS) followed this hypothesis, but in the interim that assessment is undertaken by the designated professionals, staff involved with JEs education relates to Geddes (2006) assertion of the practitioners need to reflect upon the effect that he is having on those working with him. Professionals agree that the severity of JEs behaviour at times of crisis appears to be negatively affecting professionals ability to think and respond using best practice, thus the system is becoming reactive with an increase in punitive responses and fixed term exclusions. JE is gradually becoming more rejected and unpopular amongst his peers and the adults around him, which is having a detrimental effect on his self-esteem and consequently his academic performance is decaying hastily. Difficulties in interpersonal relationship skills correlate highly with self-esteem, affect school performance and other psychosocial domains (Dana, 2009). JEs emotional and social difficulties seem to be spiraling within Danas assertion. Greenhalgh (1994) emphasizes that for those children affected with emotional and behavioural difficulties, their ability to learn is strongly linked to the childrens ability to relate to others. His assertion could be then considered in connection with the pioneer work of Bowlby (1969; cited in Bowlby, 1988) on Attachment Theory. Bowlby explains attachment behaviour as a set of behaviour patterns meant to develop during the childs early months of life. He adopts an ethological approach to the understanding of parenting and identifies the need for protection as the reason for the development of attachment between infant and caregiver. Attachment can be explained as the emotional bond that develops between the two, providing the infant with emotional security (Peardy, 1998). Cooper, Smith and Upton (1994) considered that behaviour problems in schools could be caused by the emotional difficulties emerging as a consequence of difficult family backgrounds or physical/sexual abuse. Ainsworths experiment called The Strange Situation (1978; cited in Geddes, 2006 and Pearce, 2009) contributed to the identification of the essential input of the mothers sensitivity to her infant in the development of attachment patterns. It is reported that JEs social and emotional difficulties, specially his inability of developing trusting and long lasting relationships, have always been present during his schooling, but has taken a more anti-social direction in recent times. Prior to critically analysing the attachment patterns observed in the teaching and learning environment of the RB thus the individuals SEBD can be analysed under the Attachment Theory framework -, it appears relevant to first consider the Attachment Theory in relation to children diagnosed with autistic disorders. Attachment patterns in children with ASD. Parenting children with ASD can be highly stressful (Koegel et al. 1992 and Dum et al. 2001; cited in Rutgers et al. 2007). Rutgers et al. (2007) explain how a number of researchers maintain that impairments in social interaction may have their impact on parental interactive behaviour, suggesting that parenting is particularly affected by the childs lack of adaptability, his/her demandingness and the parents acceptability of the childs disability. Despite this fact, Rutgers et al. (2007) conclude that children with ASD are able to show secure attachment behaviours to their parents regardless of their impairments in social interactions. The results of their study, also indicate that children with ASD who present with attachment disorders, follow a disorganised/disoriented pattern. Pearce (2009) describes this pattern as that defined by the childrens bizarre and contradictory behaviours towards the caregiver, exhibiting incomplete movements and poor affective displays. Rutgers et al. ( 2007) attribute the cause of these differences to the detrimental impact that the childrens social and language impairments can have on their parents interactive behaviour, especially when the children have severe difficulties in conventionally displaying their emotions. These authors maintain that with children with ASD, more sensitive parenting is not necessarily associated with more attachment security, whereas for children without ASD, more sensitive parenting is associated with more attachment security. These findings could be significant when identifying differences in the possible underlying causes of the siblings current SEBD. As outlined in the introduction of this essay, the aim of this present analysis is to underpin possible connections between the subjects SEBD and what Ainsworth et al. (1978, cited in Geddes, 2006; Rutgers et al. 2007; and Pearce, 2009) referred to as insecure patterns of attachment. Before considering possible attachment disorders as possible causes of the childrens SEBD, the siblings language difficulties have been taken into consideration. Teaching staff consulted the RB Speech and Language Therapist (SALT) in relation to a possible link between the childrens recent change in behaviour, their communication disorders, and their self-awareness. Law and Garrett (2004) cited the work done by Baker and Cantwell (1985) in order to determine the exact nature of the relationship between behavioural disorders and communication disorders. These authors concluded that early communication difficulties and behavioural problems are integrally linked in a common developmental trail that may beco me stronger as the child grows older. Both children have been receiving language therapy at school and since the opening of the RB, the hours of direct contact with the therapist have increased. During the first weeks of the school year, both children shown better than expected progress in all academic areas and SALT reported considerable improvement in their language and communication skills. Both children are demonstrating a strong need to communicate. Whether this need is to point at what is upsetting them or to link their present experiences to other environments is unknown. In consultation with the SALT, and in terms of their language development, it was agreed that both children are making good progress. It was then assumed that answers to the subjects change in behaviour needed to be found elsewhere. Understanding the nature of early experience and its disorders in the classroom could help staff understand the meaning of the childrens behaviour in school and indicate what kind of response and intervention may be effective (Geddes, 2006). Attachment patterns observed in the classroom: differences between the two siblings. Clements (2005) asserts that behaviour is driven by interactions between the individual and the environment, adopting an ecosystemic approach when understanding behaviour in children with ASD. Attachment Theory is yet another ecosystemic framework within which professionals have the opportunity to view pupils and their social and emotional difficulties holistically (Geddes and Hanko, 2006; Gross, 1987). Consequently, staffs understanding of the impact early experiences can have on the childrens behaviour at school could contribute to the emotional heath and well-being of all pupils (Geddes, 2006). Dowling and Osborne (1985; cited in Geddes, 2006) stress that children develop an understanding of relationships based on their experiences with parents and siblings, friends and extended family. Through these primary experiences, Dowling et al. explain how children will develop an understanding of rivalry for parental affection, sharing and ownership. Stern (1985) maintains that experience s of being in the company of an other are to be seen as active acts of integration, rather than as passive and unsuccessful intends of differentiation of their self. Both siblings seem to have recently suffered deterioration in their emotional well-being, yet they appear to be expressing these difficulties in very different ways: while EE is approaching adults for comfort, JE is attacking them. These differences, explains Bee (1997), could find an explanation in the biological argument explaining temperament and personality. The biological perspective considers that each individual is born with characteristic patterns determined genetically, which then establish the individuals responses to the environment and to other people (Ayers, Clarke and Murray, 1999; Bee, 1997). Goleman (1996) supports this statement and adds that each individual inherits a series of pre-set emotional features, which determine his/her temperament. It would seem, however, as if by adopting a biological perspe ctive to explain the differences in the siblings behaviours, the birth order of the children would then not be accounted for, nor any environmental factors. This would then contradict the advice of a number of researchers who advocate for the need to adopt an eclectic approach to the analysis of SEBD (Cooper et al., 1994; Cooper, 1999; Jones, 1999; Visser, 2002; Visser, 2005). JE is the second of three siblings and the family is currently expecting a fourth baby. EE was diagnosed with ASD soon after JE was born. Sterns (1998) assumption that experiencing the self in the company of another is to be seen as an experience towards integration might not have been such for JE. Links between Attachment Disorders and Mental Health Problems can be found in Greenhalghs (1994) work when he refers to Kleins (1946) concept of the paranoid-schizoid position, which is characterised by the individuals strong need for omnipotence, or in another words, the need to have things ones own way. They relat e omnipotence to the fear that allowing others to get their ways will stop the individual from preserving the experience of things being good. When identifying the problem behaviours in previous sections of this essay, it was mentioned JEs need to dictate his own way (e.g. he is to go to the toilet any time he wants to, not when he is scheduled to; he finds it very difficult to cope with the adults authority, often challenging it and reacting violently when feeling contradicted). Geddes (2006) applies the principles of the attachment patterns originally determined by Ainsworth et al. (1978; cited in Geddes, 2006; Rutgers et al. 2007; and Pearce, 2009) to the classrooms teaching and learning dynamics. She does so with what she names The Learning Triangle, established between the child, the teacher and the task. Rutgers et al. (2007) reached the conclusion that children with ASD tend to be less secure and more disorganised in their attachment pattern. This assertion could provide a th eoretical basis to critically consider JEs SEBD difficulties as being caused by a disorganised /disorientated attachment. When describing pupils whose attachment pattern is of this type, Geddes (2006) identifies the following responses to their schooling and learning: à ¢Ã¢â€š ¬Ã‚ ¦ the pupil is likely to: appear in a heightened state of anxiety; be highly vigilant and notice any slight distraction; have an absence of trust in the authority of adults; be insensitive to others feelings; place considerable importance on objects rather than relationships; may bully others perceived as vulnerable/reminders of their vulnerability; get into trouble a lot in relatively unsupervised settings such as the playground; experience overwhelming affect (feeling) which has no apparent meaning; sudden react to unseen triggers; be extremely sensitive to criticism and implied humiliation; have little development of the capacity to reflect à ¢Ã¢â€š ¬Ã‚ ¦ and sadly appear to enjoy very little. (Geddes, 2006; pp. 108) JEs problem behaviours seem to be consistent with most of the patterns described above. When JE joins a lesson in the RB, he is asked about his mood. All pupils in his group are invited to register themselves according to six basic emotions. JE has only managed to identify two of the choices, excitement and anger. Over the past month, JE has regularly indicated feeling angry but he cannot express the reason behind his emotion. Research on the origins of anger and rage link aggression and violence to weak bonding in infancy and weak parenting (APA Commission on Violence, 1993; cited in Geddes, 2006). Geddes (2006) also quotes Holmes (2001) definition of outbursts of rage as a form of displacement activity resulting of an individuals dilemma between fear and need. She also classifies the learning profile of disorganised students as that of being omnipotent and controlling when approaching the classroom, reaching to the same consideration as other authors previously refer to (e.g. Klein , 1946 in Stern, 1998). On the other hand, EE is responding well to a nurturing approach to his emotional needs, which Clements (2005) identifies as one successful strategy for those individuals with ASD who like EE are sensitive or anxious and ready to avoid situations. When considering Geddes Learning Triangle to critically analyse EEs SEBD, the evidence compiled with the SALT; the fact that he is approaching the adults in the RB when feeling upset and/or distress; his growing ability to work independently with the support of visual aids; and his good response to the nurturing approach staff is adopting, could contribute sufficient evidence to consider EE as a securely attached pupil who over the last two months has been experiencing some external strain. His condition of first-born and his kind and gentle manner would appear to have contributed to his development of a secure attachment with his mother. Over the years, he has demonstrated a capacity to adapt to school and to respond to the demands of the academic and social setting in which learning takes place, which Geddes (2006) identifies as features characteristic of secure attachment, a social and emotional skill that children with ASD are capable of achieving (Rutgers et al. 2007). Geddes goes to describe the secure attached pupil as a child who presents with high scores of ego-resilience and self-esteem, less dependency on the teacher with the past of time, but with a growing affect for him/her. The securely attached pupil can increase the intentionality in his/her interactions with others and s/he is generally more co-operative. This would seem consistent with the recent improvement in EEs expressive skills assessed by the SALT as well as his ability to allow a key adult to help him focus back on task after an incident that may have upset him. Conclusions and advice for further practice It would seem that EEs emotional distress needs to be further assessed within the work of a multi-disciplinary team in order to bring some light to his family situation. His anxiety could be rooted to home events that are yet to be clarified. From an educational point of view, staff needs to advocate for his emotional well-being and continue offering a nurturing approach to his current needs (Clements, 2005). The conclusion reached in this discussion regarding the possible implications of an identified attachment disorder for JE, along with the nature of his behaviours, imply that the educational priority for the immediate future is to provide JE with safety, reliability and predictability (Geddes, 2006). Visual cues, such as visual timetables, are already being used. Clear expectations and behavioural boundaries are common and consistent practice amongst the staff of the RB and, in few occasions, JE has shown some positive responses to the authority of one of the teachers. It appears necessary that these same boundaries are consistently used in the mainstream provision. In order to guarantee that, the teacher with whom he seems to be developing a positive relationship could be allocated as his key worker for a period of time. For children identified as having a disorganised/disoriented attachment pattern, Geddes (2006) also recommends the use of a physical container as a possible therape utic strategy. She advocates that this resource can be interpreted as a secure base. This approach needs to be further explored, but taking into account that JE is very fond of comic characters, providing him with a toy that he can place in and out of a box during the school day as required by his emotions could facilitate him with a tool with which to explore and regain interest in the world around him. JE shows interest in playing with his peers and it is often his lack of skills to initiate positive interactions at playtimes that causes him trouble. JE could benefit from adult support at playtimes to facilitate good role models and assertive approaches to conflict, social skills strategies recognised as useful in helping individuals to improve their self-concept and achieve optimal levels of self-esteem (Roffey, Tarrant and Majors, 1994). EE and JE have both been displaying abnormal behaviour patterns and despite very similar diagnoses of ASD, they have been exhibiting markedly different responses to what is assumed as external factors possibly stressed within the home. Through this examination of attachment and associated disorders, it has been hypothesized that the variation in the boys response could possibly be due to JE suffering from an attachment disorder in addition to his original diagnoses of ASD. For this supposition to be validated it is acknowledged that there is need for an extensive multidisciplinary investigation in the home dynamics and further analysis of JEs mental health. The value of investigating attachment and associated disorders when analysing possible causes of individuals SEBD is that it can inform staff to look further than the original ASD diagnoses. If the supposition of JE presenting with an attachment disorder of a disorganized/disorientated pattern is correct, working on developing JEs attachment to and trust of staff, as well as maintaining the specialised ASD provision within the RB, can only be of benefit to him. Unlike EE, JE is not responding to the strategies advised as best practice for children with ASD.