Composition and Structure of Meat

Meat is the flesh of an animal used for food according to â€Å"the little oxford dictionary†. The connective tissue cells are joined together into bundles by two types of connective tissue. White and yellow connective tissue, the white connective tissues are called collagen, is found in all the muscles of the animal; it is dominant in the more tender cuts of meat. Yellow connective tissue; called elastin, it is predominant in the muscles which carry the heaviest load of constant strain and work. The fat on the outside of an animal's muscles is called cover. The fat which lies between the bundles of muscle fibers is called marbling. The positive nutritive value of meat is in the lean tissue and not in the fat. The amount of marbling in the meat and between the connective tissues is a very important factor in meat since it creates the bite or chewability looked for in cooked meat. The white connective tissue breaks up and becomes moist in cooking, whereas the yellow connective tissue requires mechanical means of tenderizing such as pounding, cubing, or grinding. The younger and less exercised an animal is, the less yellow connective tissue it will have and the tenderer its meat will be. Meat is composed of 75% Water, 5-40% Fat, 5% Minor components, Minerals (especially iron), enzymes, and pigments. Grading of beef. The grading of beef is dependent on the Feed, which means that the food the animal was consuming before it was slaughtered, affects outer surface fat and muscle marbling, Age at Slaughter, Breed and breeding History which refers to Hereford vs. Angus vs. Longhorn. Grades of beef * Prime- More Favorable and tender, which has a lot of marbling, * Choice and select- This is the leaner part of the meat * Standard, commercial and utility- An average to good quality, flavor, and tenderness. * Canner and cutter-Used in canned and processed meat purpose. Market forms of meat

Introduction to Business Finance Essay

Used when a business wishes to buy a good. It lets the business supplier know the requirements of the company making the order. The form will include both purchaser and supplier contact details, along with an order and reference number. It will also show the quantity required, descriptions and prices. This will be the beginning of the process. It will be processed by the business, who will then get the order ready for dispatch. The use of these is an ongoing process. Delivery Note The delivery note is used by the business who is providing the goods. It gives the purchaser a list of all the products they will be receiving. It details any goods that are unavailable. It will also state the relevant order and reference number. This follows the purchase order in the sequence of events. Again, this is a document that is used in an ongoing process. Goods Received Note This document is sent from the buyer to the seller. It gives both businesses a record of what goods have actually been received. The businesses can use it as a check with the purchase order, delivery note and with their stock levels. This document will follow the delivery of goods. The buyer will check through all received and then produce the document. Invoice An invoice is a document that shows a business what payment is required. It gives all the details of the goods ordered and delivered, including the quantity and the price. It will also show any discounts, and if any VAT is being charged. This again will have the relevant reference and order numbers. Invoices are sent to businesses once delivery has occurred. Usually, invoices are sent on a regular basis. Credit / Debit Notes This will reduce the amount the buyer owes the seller. If payment has not been received, the buyer pays less, or the note can be used with future purchases. Reasons for this includes: * The business has been overcharged on the invoice. * There has been an error on the invoice e. g. the prices. * When damaged, faulty or unsuitable goods are returned. This will follow the invoice. The document will be sent after either the buyer or seller has highlighted the error or fault. Statements of Account sent by the Business The seller will send this document on a regular basis. It highlights to the buyer the current situation of their account. It will show what payments have been received and how much the business still owes. It also records all the invoices and credit notes the buyer has been sent. This is an ongoing process. It will occur on a regular basis – often monthly. It does not specifically follow the issue of any other document. Remittance Slips Advice The buyer sends this document to the seller advising that payment is being made to them. If the buyer is paying an invoice by cheque, they will usually include this with the remittance advice. These will be used on a regular basis. They will always follow the invoice. Cheques Businesses that have accounts with banks or building societies will be issued with a cheque system. A cheque is a method of payment for the buyer and seller to use. Usually, the buyer will write a cheque to make payments according to an Invoice or the amount on the Statement of Account. It is a safe method of payment, as it can be sent through the post and only the payee can use the cheque. These will be used on a regular basis. They will always follow the purchase and the business receiving its goods. It may be sent after the Invoice has been received or after the Statement of Account.

Students With Disabilities In UAE Health And Social Care Essay

This survey aims to find the behavior jobs among pupils with disablements in United Arab Emirates ( UAE ) and the relationship between these jobs and a figure of variables with respect to gender, age, type and badness of disablement from which the nothing hypotheses for the survey have emerged. The survey sample consisted of 297 pupils enrolled in the rehabilitation centres affiliated to the Ministry of Social Affairs. For this intent, research workers designed a questionnaire which was developed on the footing of the content cogency and its dependability was verified through the dependability coefficient which reaches 0.91. After analyzing the void hypotheses of the survey, findings indicate that there are important differences at 0.05 degree in the behaviour jobs harmonizing to the variables of gender, age, type and badness of disablement. It has been found out that male pupils above eight old ages old, pupils with rational disablement and those with terrible disablements are most to exhibit behavior jobs. Findingss have besides shown the types of behaviour jobs from which that pupils with disablements suffered harmonizing to the survey variables. On this footing, the survey has provided a figure of recommendations, the most of import of which are: provide behaviour accommodation plans addressed to pupils with rational disablements ; supply societal rehabilitation and communicating plans for pupils with terrible disablements.IntroductionA behaviour job is defined as a socially inappropriate or harmful behaviour to self or to others. Its standards include the prevailing behavior in the society in which the kid lives. Thus a given behaviour may be considered a behaviour job in one community, while it is non so in another. Furthermore, the form and the frequence of the behaviour are considered among the standards that define the behavioural job, in add-on to the grade of rightness between the behaviour and the state of affairs and its relationship to the ability of the pupil to larn. Kirk et Al ( 2003 ) define the behaviour job as divergence from the behavior that is appropriate up to the age which interferes with person ‘s growing, his development and the lives of others. Ibrahem et. Al. ( 1993 ) believe that kids in the Arab World suffer from many behavior jobs as a consequence of societal alterations that in their communities and the deficiency of specialised rehabilitation services. In position of the increased behaviour jobs of pupils with disablements and the function of these jobs in forestalling their psychological and societal version, and impeding benefits of educational and curative services provided for them, this survey aims to place the most frequent behaviour jobs that pupils with disablements who enrolled in centres affiliated to the Ministry of Social Affairs ( United Arab Emirates, UAE ) in relationship of gender, age, type and badness of their disablements. The significance of this survey stems from the fact that pupils with disablements are most vulnerable to behavior jobs ensuing from their failure to accommodate demands of their surrounding community and the deficiency of mental or centripetal perceptual experience of the stimulation around them. These jobs affect those single ‘s ability to get the necessary accomplishments and their adaptability to social and school environments. In position of the importance of this topic and the rareness of surveies that deal with it in the Arab universe, particularly in the UAE, this survey will be a new add-on. Therefore, it seeks to accomplish the undermentioned aims: To place the behaviour jobs exhibited by pupils with disablements. To stipulate the function of the undermentioned variables in the happening of behaviour jobs in pupils with disablements who join rehabilitation centres in the state ( gender, age, type and badness of disablement ) .Hypothesiss of the Study are:There are no important differences at 0.05 degree in behaviour jobs which are attributed to the gender of the handicapped. There are no important differences at 0.05 degree in behaviour jobs which are attributed to the age of the handicapped. There are no important differences at 0.05 degree in behaviour jobs which are attributed to the type of disablement. There are no important differences at 0.05 degree in behaviour jobs which are attributed to the badness of disablement.Reappraisal of LiteratureAs for the prevalence of behavior jobs among kids, Tuma ‘s survey ( 1989 ) has indicated that 11 % of kids are enduring from behavioural and mental upsets. This per centum increases greatly if we add to it those pupils with larning jobs. Harmonizing to Sabah ‘s survey ( 1993 ) , kids with disablements have different types of unwanted behaviour forms. This is emphasized by Al-Khateeb ( 2003 ) , who states that pupils with rational disablement form the highest per centum of those who suffered from behaviour jobs, due to their inability to find facets of socially acceptable behaviour ; the deficiency of their lingual abilities which makes them fall back to aggression to show their emotions ; their exposure to legion failure and defeat experiences as a consequence of the environing societal tendencies ; and the nature of their disable ment which frequently makes them unable to find socially acceptable facets of behavior. Al-Rosan ( 2001 ) highlights a figure of common behavioural features that make pupils with rational disablement, physical disablement and ocular damage more apt to behavior jobs than others. The most of import of these features for pupils with rational disablements are the deficiency of the ability to larn, hapless attending and concentration, defeat, feeling of failure, memory loss and the obvious lack in larning transportation. He indicated that pupils with rational disablement besides suffer from the jobs of version in their societal and professional development, an disposition to be isolated from others. As for the physically disabled, their personal qualities are varied harmonizing to the badness of disablement. The feelings of anxiousness, fright, rejection, aggressiveness, invagination and lower status might be among the distinguished features of their behaviours. In add-on to that, these jobs are influenced by others ‘ attitudes and reactions towards their ability to mo bilise. The visually impaired normally suffer from feelings of failure and defeat which consequences in lower academic accomplishment when compared with their equals. However, Salha ‘s ( 2007 ) survey on pupils with visually damages has indicated that they suffer from behavioural and emotional jobs, including chiefly: fright, anxiousness, uncertainty, dependence and aggressiveness. Harmonizing to the survey variables, these jobs appeared among females at higher rates than males and less with the highly handicapped and younger pupils. Other surveies stressed that physical aggressive behaviour is rare among unsighted kids, while verbal aggression prevails among them, particularly with males ( Khudair & A ; Beblawi, 2004 ) . Samreen ( 2003 ) who studied behavior jobs with deaf adult females found that they were more sensitive and embarrassed, which leads to shyness, maintaining off from others, or holding scores against them. Some of them acquire introverted, vindictive and covetous of others, and show marks of crossness and rebelliousness. In another survey conducted by Jaffal ( 1994 ) revealed that pupils with hearing damages showed that backdown and externally directed behaviours are the most outstanding behaviours of pupils with hearing damages. This consequence was similar to Abdullah ‘s survey ( 1983 ) which is indicated that pupils with hearing damages were characterized by aggressiveness, invagination, emotional instability and low societal adulthood. Szakowski & A ; Brubaker ( 2000 ) carried out a survey on parents of pupils with hearing damages aged 3-8 old ages. Consequences indicated that deaf kids harmonizing to their parents suffer from behaviour jobs, chiefly noncompliance to ordinan ces and instructions, though such jobs were non related to inadequate parenting. A recent survey conducted by Totsika et al. , ( 2008 ) to look into behavior jobs with pupils with rational disablement suggested that their behaviour appears at an early phase and continues for life. By following behavior jobs in pupils over 11 old ages, the survey indicated that the most common jobs were terrible physical aggression, self-harm and perennial typicality, while the jobs that appeared during survey old ages were non correlated. Mackenzie-Davis and Mansell ( 2007 ) carried a survey on pupils with rational disablements enduring from behavior jobs in order to find the frequence of those jobs during the past 20 old ages. The survey found out that awaited behaviour jobs identified during the old 20 old ages were still observed. Karen et. Al. ( 2007 ) survey aimed at acknowledging the developmental behaviours of psychological upsets of pupils with, and without, rational disablement. The child behavior list was used for two samples of pupils aged 6-18 old ages. Findingss indicated that pupils with rational disablements showed a higher degree of behavior jobs in assorted ages in comparing with the non-intellectual handicapped. It appeared besides that there were important differences between the two samples in aggressive behaviour and attending jobs. It showed besides that societal jobs among intellectually handicapped males were decreased over clip, and the aggressive behaviour was more frequent among younger pupils than among those who reached 18 year-old. In another survey, Karen et Al. ( 2008 ) investigated the range of continuity of behaviour jobs in pupils with mild rational disablement in contrast with moderate rational disablement, which lasted for 5 old ages. This survey showed that most behavior jobs of pupils with moderate rational disablement had higher degree of steadiness and continuity in contrast to those with mild rational disablement. Hogue et Al. ( 2007 ) conducted a survey on pupils with rational disablements in residential establishments with different degrees of supervising. It was found that pupils enrolled in higher supervising system were extremely rated in physical aggression than those enrolled in lower supervising system, whereas no differences were observed in externally directed behavior jobs such as verbal aggression, noncompliance and hyperactivity. In add-on, pupils enrolled in higher supervising system had significantly higher degrees of autonomous behaviour jobs as anxiousness, depression and self-appreciation. Ross & A ; Cornish ( 2002 ) survey sought to find the rate and stereotyping of behaviours, self-harm and aggressiveness in kids and striplings with Cri du Chat Syndrome. Findingss suggested that 82 % of the instances showed stereotyping behaviours and half of the instances showed it daily. Out of 15 signifiers of self-harm behaviours, it was found that hitting the caput, biting and pigeonholing were most common, while aggressive behaviour was reached at 88 % , with a negative correlativity between age and aggressiveness.MethodologyParticipantsParticipants in the present survey comprise all pupils with disablements enrolled in the five chief rehabilitation centres affiliated to the Ministry of Social Affairs in the United Arab Emirates. These centres are supplying their services for pupils with mild, moderate and terrible disablements, enduring from rational, hearing, physical and ocular disablements. The entire figure of pupils in these centres is 506 male childs and misss aged 5-20 old ages old. All pupils whose parents agreed to take part in the survey were included and considered to be the sample of the survey. Therefore, the survey sample was 297 male childs and misss which represent ( 58 % ) of the entire population. Table No. 1 shows the distribution of participants harmonizing to the survey variables.Table No. 1Distribution of the Sample of the Study Harmonizing to Gender, Age, Type and Severity of DisabilityPercentageNumberGender53.2 %158Male46.8 %139FemalePercentageNumberAge28.3 %84Less than 8 old ages43.4 %1298- 12 old ages28.3 %8413 old ages and morePercentageNumberType of Disability68 %202Intellectual18.9 %56Hearing3.7 %11Ocular9.4 %28PhysicalPercentageNumberBadness of disablement21.2 %63Mild29 %86Moderate49.8 %148Severe100 %297EntireInstrumentThe research workers developed a questionnaire of all behaviour jobs that may be exhibited by pupils with disablements to be filled by the societal workers and psychologists for each pupil based on his/her por tfolio and audiences with parents. The societal workers and psychologists were asked to place the frequence of any behaviour job undergone by each pupil which needs an intercession through a behavior alteration plan, or educational and psychological Sessionss for either the pupil or his/her household. Validity and dependability of the instrument were insured through content cogency where 10 module members from Particular Education Department and Psychology Department at the UAE University were consulted to do certain of the rightness of the linguistic communication of the instrument every bit good as its inclusiveness of all possible behavioural jobs. Their responses were analyzed and so some points were amended in conformity with their positions in instance seven of them reached consensus on a specific point. As for the instrument dependability, internal consistence was employed to find its dependability, which was 0.91.ProceduresAfter guaranting the cogency and dependability of th e survey instrument, the research workers took the necessary processs in order to administrate it to the survey sample. In the same context, the undermentioned processs were taken: Written consents from all parties involved in the survey were guaranteed: decision makers of the rehabilitation centres, societal workers, psychologists and parents. Social workers and psychologists were trained to make full in the survey instrument by citing to each pupil portfolio which includes all necessary intercession plans and services. In add-on, parents of each kid were interviewed to verify the portfolio information every bit good as sing their positions in respect to each behavioral job. The informations were classified, coded and entered into computing machines, so treated statistically by utilizing the plan of Statistical Packages for Social Sciences ( SPSS ) which was performed by acquiring the per centums of the frequences of responses of the survey sample, and Chi Square Test.Consequences and DiscussionThe First Null HypothesisThere are no important differences at 0.05 degree in behavior jobs among pupils which are attributed to gender. Chi-Squared Test was used to analyze this hypothesis. Consequences in table 2 indicates that there are important differences inTable No. 2Chi Square Test of Behavioral Problems Differences Harmonizing to GenderSign. df Person Chi-square Residual Expected Value Observed Value Behavior jobs 0.000* 14 64.644 Female Male Female Male Female Male 19.4 19.4- 35.6 40.4 55 21 No jobs 2.6- 2.6 20.6 23.4 18 26 Anxiety 6.6- 6.6 12.6 14.4 6 21 Aggression 2.7- 2.7 3.7 4.3 1 7 Emotional droop 1.1 1.1- 0.9 1.1 2 0 Impudence 8.4- 8.4 16.4 18.6 8 27 Stubbornness 0.8- 0.8 2.8 3.2 2 4 Liing 1.4- 1.4 9.4 10.6 8 12 Phobia 2.6 2.6- 8.4 9.6 11 7 Isolation 8.4 8.4- 12.6 14.4 21 6 Shyness 5.7- 5.7 11.7 13.3 6 19 Hyperactivity 0.5- 0.5 0.5 0.5 0 1 Steeling 1.4- 1.4 1.4 1.6 1 3 Bedwetting 0.4- 0.4 1.4 1.6 1 2 Nail-biting 0.9- 0.9 0.9 1.1 0 2 Sucking fingers 139 158 Entire * Alpha = ( 0.05 ) behaviour jobs exhibited by pupils with disablements in relation to their gender. It has been found that behaviour job is more common among males than females, and that the difference between the ascertained and expected values was 19.4 among females with no behaviour jobs, which is a important value. This consequence is in struggle with Salha ‘s survey ( 2007 ) carried out on pupils with ocular disablements which indicated that behavior jobs among females are higher than males. To verify the consequence of this survey, Odds Ratio were calculated and exceeds above one ( 1.936 ) which means that there are differences among pupils with disablements in relation to behavioral jobs. In add-on, Risk Ratio were besides calculated exceeds besides one ( 1.365 ) which means male pupils exhibits more behavioural jobs comparing to female pupils. The above tabular array shows that the most common behaviour jobs among males are: stubbornness, aggression and hyperactivity where the differences between the ascertained value and expected one amounted to 8.4, 6.6, 5.7 severally, which are important different. This consequence is in understanding with Al-Zarad ‘s survey ( 2001 ) , which indicated that the per centum of prevalence of attending shortage and hyperactivity sums to about 10 % of the sample of the survey, and that the per centum of male pupils enduring from this job is ternary than female pupils. This survey besides found out that the most common behaviour job among females is shyness, with a difference of 8.4 between the ascertained and expected value. This consequence is in understanding with Samreen ( 2003 ) which indicated that deaf adult females are more sensitive and embarrassed with their disablements which leads to shyness and withdrawal. This consequence may be due to the fact that females in oriental soci eties tend to be diffident and they are non provided with the same chances given to males.The Second Null HypothesisThere are no important differences at 0.05 degree in behavior jobs among pupils which are attributed to their age. Chi-Squared Test was used to analyze this hypothesis. Consequences in table 3 indicates that there are important differences betweenTable No. 3Chi Square Test of Behavioral Problems Differences Harmonizing to AgeBehavior jobs Observed Value Expected Value Residual Person Chi-square df Sign Less than 8 8-12 13 & A ; over Less than 8 8-12 13 & A ; over Less than 8 8-12 13 & A ; over 211.74 28 0.000* No jobs 42 22 12 21.5 33 21.5 20.5 11- 9.5- Anxiety 0 8 36 12.4 19.1 12.4 12.4- 19.1 12.4 Aggression 2 22 3 6.7 11.7 7.7 5.6- 10.3 4.6- Emotional droop 0 1 7 2.3 3.5 2.3 2.3- 2.5- 4.7 Electric resistance 0 0 2 0.6 0.9 0.6 0.6- 0.9- 1.4 Stubbornness 3 25 7 9.9 15.2 9.9 6.9- 9.8 2.9- Liing 0 0 6 1.7 2.6 1.7 1.7- 2.6- 4.3 Phobia 13 6 1 5.7 8.7 5.7 7.3 2.7- 4.7- Isolation 0 16 2 5.1 7.8 5.1 5.1- 8.2 3.1- Shyness 15 9 3 7.6 11.7 7.6 7.4 2.7- 4.6- Hyperactive 5 16 4 7.1 10.9 7.1 2.1- 5.1 3.1- Steeling 0 0 1 0.3 0.4 0.3 0.3- 0.4- 0.7 Bedwetting 2 1 0 0.8 1.3 0.8 1.2 0.3- 0.8- Nail-biting 0 3 0 0.8 1.3 0.8 0.8- 1.7 0.8- Sucking Fingers 2 0 0 0.6 0.9 0.6 1.4 0.9- 0.6- Entire 84 129 84 * Alpha = ( 0.05 ) behaviour jobs harmonizing to the age of the sample of the survey, in favour of pupils aged 8 old ages and supra. This is in contrast to those pupils aged below 8 old ages among whom behaviour jobs are non important since the difference between the ascertained and expected value among them was 20.5. This consequence is in struggle with Karen ‘s et. Al. ( 2007 ) , which concluded that behavior jobs among intellectually handicapped males lessening over clip. The ground for such struggle may be due to restricting Karen ‘s et. Al survey to lone pupils with rational disablement. The above tabular array besides indicates that anxiousness is the most common job among those pupils aged 13 old ages old and above, the difference between the ascertained and expected value is 12.4. This may be due to that pupil reached the adolescence phase and the related alterations that may find their hereafter individuality. It besides indicates that the most common behaviour jobs among pupils aged 8-12 old ages old are anxiousness, followed by aggression, stubbornness so isolation, with fluctuations of 19.1, 10.3, 9.8, 8.2 severally between observed and expected values. Furthermore, the survey find that the most common behaviour jobs among pupils who are less than 8 old ages old are shyness and phobia, with a difference of 7.4, 7.3 severally between observed and expected values. This may be due to the insufficient development of societal communicating accomplishments at this phase and non-adaptation to disablement.The Third Null HypothesisThere are no important differences at 0.05 degree in behavior jobs among pupils which are attributed to the type of disablement. Person Chi-Squared Test was used to analyze this hypothesis. Consequences in table 4 indicate that there are important differences between behaviour jobs ensuing from the type of disablement.Table No. 4Person Chi-Square Correlation between Behavioral Problems and the Type of DisabilityValue df Sign. Person Chi- Square 72.446 42 0.002* * Alpha = ( 0.05 ) In order to do certain the favour of these differences between disablements are, and how far behavior jobs are common in each type of disablement, Chi-Squared Test was used and consequences are illustrated in tabular arraies 5, 6, 7 & A ; 8.Table No. 5Chi-Square Test for Students with Intellectual Disability Behavior ProblemsSign. df Chi-square Residual Expected Value Observed Value Percentage Behavior jobs 0.000* 13 158.257 29.6 14.4 44 21.8 % No jobs 18.6 14.4 33 16.3 % Anxiety 8.6 14.4 23 11.4 % Aggression 6.4- 14.4 8 4.0 % Emotional droop 12.4- 14.4 2 1.0 % Impudence 13.6 14.4 28 13.9 % Stubbornness 9.4- 14.4 5 2.5 % Liing 2.4- 14.4 12 5.9 % Phobia 4.4- 14.4 10 5.0 % Isolation 0.6 14.4 15 7.4 % Shyness 2.6 14.4 17 8.4 % Hyperactive 13.4- 14.4 1 0.5 % Steeling 12.4- 14.4 2 1.0 % Bedwetting 12.4- 14.4 2 1.0 % Nail-biting 202 100 % Entire * Alpha = ( 0.05 ) The above tabular array ( No.5 ) shows that there are important differences in the extent of prevalence of behaviour jobs, harmonizing to the type of the job. The survey found that the bulk of intellectually handicapped pupils face behavior jobs at a per centum of 78.2 % . It besides shows that merely 21.8 of them have no behaviour jobs, and that anxiousness is most common among pupils with rational disablement at a per centum of 16.3 % , followed by stubbornness at a per centum of 13.9 % , so aggression at per centum of 11.4 % , which are all at a important degree. This consequence is in understanding with the survey of Totsika et Al. ( 2008 ) , which suggested that aggression is the most common job in this group. However, it is in struggle with the survey of Ross & A ; Cornish ( 2002 ) in that aggressive behaviour reached a per centum of 88 % , due to restricting itself to Cri du Chat Syndrome. The ground for the high rate of behavior jobs among pupils with rational disablement may be due to unrest, non-adaptation to disablement, worrying about confronting society and its demands that imposed on them, disposition to self-assertion through stubborn behaviour, and deficiency of verbal ability to show their demands, which force them to fall back to aggression.Table No. 6Chi-Square Test for Students with Hearing Impaired Behavior ProblemsSign. df Chi-square Residual Expected Value Observed Value Percentage Behavior jobs 0.000* 8 43.00 13.8 6.2 20 35.7 % No Problems 0.2- 6.2 6 10.7 % Anxiety 3.2- 6.2 3 5.4 % Aggression 1.2- 6.2 5 8.9 % Stubbornness 5.2- 6.2 1 1.8 % Phobia 2.2- 6.2 4 7.1 % Isolation 1.8 6.2 8 14.3 % Shyness 1.8 6.2 8 14.3 % Hyperactive 5.2- 6.2 1 1.8 % Nail-biting 56 100 % Entire * Alpha = ( 0.05 ) The above tabular array ( No. 6 ) shows that there are important differences in the extent of prevalence of behavior jobs among pupils with hearing damages. 64.3 % of those pupils who were subjected to the survey were enduring from behavior jobs, the most common of which were hyperactivity ( 14.3 % ) , shyness ( 14.3 % ) and anxiousness ( 10.7 % ) . This may be attributed to the inability of pupils with hearing damages to pass on with others who do non demo any mark of understanding and credence. This consequence is in understanding with Jaffal ‘s survey ( 1994 ) , which suggested that backdown and externally directed behaviour are the most celebrated behaviour jobs for pupils with hearing damages, and besides with Al-Sabah survey ( 1993 ) , which indicated that those pupils are introverted.Table No. 7Chi-Square Test for Students with Ocular Damages Behavior ProblemsSign. df Chi-square Residual Expected Value Observed Value Percentage Behavior jobs 0.589 5 3.727 0.2 1.8 2 18.2 % No Problems 0.2 1.8 2 18.2 % Anxiety 0.8- 1.8 1 9.1 % Aggression 0.8 1.8 1 9.1 % Stubbornness 2.2 1.8 4 36.4 % Phobia 0.8- 1.8 1 9.1 % Shyness 11 100 % Entire * Alpha = ( 0.05 ) The above tabular array ( No. 7 ) shows that there are no important differences in behavior jobs among pupils with ocular damages. The per centums for those who do non endure from behavior jobs are 18.2 % . This may be due to the restriction of the figure of the pupils with ocular damages included in the sample of this survey since their figure is originally limited in the centres under survey. However, this consequence is in understanding with Salha ‘s survey ( 2007 ) , which indicated that there are behavioural and emotional jobs among pupils with ocular damages, chiefly phobic disorder and anxiousness.Table No. 8Chi-Square Test for Students with Physical Disabilities Behavior ProblemsSign. df Chi-square Residual Expected Value Observed Value Percentage Behavior jobs 0.010* 8 20.214 6.9 3.1 10 35.7 % No Problems 0.1- 3.1 3 10.7 % Anxiety 2.1- 3.1 1 3.6 % Stubbornness 2.1- 3.1 1 % 3.6 Liing 0.1- 3.1 3 10.7 % Phobia 0.9- 3.1 4 14.3 % Isolation 0.1- 3.1 3 10.7 % Shyness 2.1- 3.1 1 3.6 % Bedwetting 1.1- 3.1 2 7.1 % Sucking fingers 28 100 % Entire * Alpha = ( 0.05 ) The above tabular array ( No.8 ) shows that there are important differences in the extent of prevalence of behavior jobs among pupils with physical disablements. It shows that 35.7 % of them have no behaviour jobs. It besides shows that the most common behaviour jobs among pupils with physical disablements are isolation at per centum of 14.3, so anxiousness, phobic disorder and shyness at per centum of 10.7 for each, yet such per centums are non important because the difference between the ascertained and expected value is negative ( -0.9 ; and -0.1 ) . In decision, tables 5, 6, 7 and 8 showed that the rate of pupils with ocular damage who do non endure from any behavior jobs is 18.2 % , while it is 21.8 % among pupils with rational disablements, 35.7 among pupils with physical disablements, and 35.7 among pupils with hearing damages. These consequences show that pupils ocular damages face more behavior jobs, followed by pupils with the rational disablements. This is due to the fact that the figure of the pupils with ocular damages subjected to the survey was 11 merely, contrary to the pupils with rational disablement who were 202. In add-on, it may be due to the fact that pupils with rational disablement face many behavior jobs may be due to their low mental abilities and adaptability, which make them less able to cover with stimulations around them and causes them to respond in a mode that is inconsistent with the predominating social civilization. This consequence is in conformity with Al-Khateeb survey ( 2003 ) .The Fourth Null HypothesisThere are no important differences at 0.05 degree in behavior jobs among pupils which are attributed to the badness of disablement. Chi-Squared Test was used to analyze this hypothesis. Consequences in table 9 shows that there are importantTable No. 9Chi-Square Test of Behavioral Problems Differences Harmonizing to the Severity of DisabilityBehavior jobs Observed Value Expected Value Residual Person Chi-square df Sign Mild Mode-rate Sever Mild Mode-rate Sever Mild Mode-rate Sever 133.37 28 0.000* No Problems 40 24 12 16.1 22 37.9 23.9 2 25.9- Anxiety 5 14 25 9.3 12.7 21.9 4.3- 3.0 3.1 Aggression 4 8 15 5.7 7.8 13.5 1.7- 0.2 1.5 Emotional droop 2 4 2 1.7 2.3 4 0.3 1.7 2- Impudence 1 0 1 0.4 0.6 1 0.6 0.6- 0 Stubbornness 3 7 25 7.4 10.1 17.4 4.4- 3.1- 7.6 Liing 6 0 0 1.3 1.7 3 4.7 1.7- 3.0- Phobia 0 5 15 4.2 5.8 10 4.2- 0.8- 5 Isolation 1 8 9 3.8 5.2 9 2.8- 2.8 0 Shyness 0 11 16 5.7 7.8 13.5 5.7- 4.2- 9.5 Hyperactive 1 0 0 0.2 0.3 0.5 0.8 0.3- 0.5- Steeling 1 0 0 0.2 0.3 0.5 .8 0.3- 0.5- Bedwetting 0 0 3 0.6 0.9 1.5 0.6- 0.9- 1.5 Nail-biting 0 2 1 0.6 0.9 1.5 0.6- 1.1 0.5- Sucking fingers 0 0 2 0.4 0.6 1 0.4- 0.6- 1 Entire 63 86 148 * Alpha = ( 0.05 ) differences in the extent of prevalence of behaviour jobs harmonizing to the badness of disablement. The more terrible the disablement, the more behavior jobs occurs. This consequence is in understanding with Salha ‘s survey ( 2007 ) . It is besides found that lying is the most common behaviour job among pupils with mild disablements, with a difference of 4.7 between the ascertained and expected value. Researchers attribute this to the fact that those pupils have certain consciousness and ability of some use. Anxiety appeared as the most prevalence behaviour job among pupils with moderate disablements, with a difference of 3.0 between the ascertained and expected value. This is due to cut down physical and centripetal abilities among them, which makes them more disquieted in their communicating with society and more concerned about their hereafter. It is besides found that the most common behaviour job among the pupils with terrible disablements is shyness, with a difference of 9.5 between the ascertained and expected value, and stubbornness with a difference of 7.6. This may be due to the fact that they are inclined non to look in public or acquire involved in many activities because of their reduced abilities since they are ashamed of their status and hence chorus from demoing their abilities to others. In decision, the survey confirms that male pupils face more behavioural jobs comparing to female pupils. These jobs appear to be more intensified harmonizing to the badness of the disablement and aging advancement. In add-on, pupils with rational disablements exhibit more behavioural jobs comparing to other classs. Based on the consequences of this survey, it is recommended that rehabilitation centres should pay more attending to the followers: Provide appropriate behavior alteration plan to pupils with rational disablements, since they are the bulk of those with enduring from behavior jobs. Develop psychological and societal plans for pupils with terrible disablements to advance their version and communicating accomplishments. Support female disabled pupils psychologically, emotionally and socially, in order to raise their assurance to take part in societal activities. Provide showing services to observe early initial indexs of behaviour jobs in order to work out them before they exacerbate and affect other developmental facets. Provide plans that help pupils with disablements to be cognizant of their abilities, and direct them to the hereafter based on those abilities. This will cut down their anxiousness ensuing from experiencing inefficient.

Read the book it is a Wonder life (Capra,1946) and do the questions Dissertation

Read the book it is a Wonder life (Capra,1946) and do the questions below - Dissertation Example This movie is generally believed to be addressing the themes of honesty and sacrifice or upholding of virtues that ensure civic and familial welfare. However, in-depth analysis of its storyline brings forth the fact that it largely focuses on highlighting the negative outcomes of Capitalism when rapaciousness encircles it. Frank Capra presents two sets of approaches to run a financial enterprise, and this forms the actual theme of the movie; the conflict between ethics based business plan and an interest based one is evident throughout. The protagonist George Bailey endorsed an inclusive business model and used a straightforward and morality-based policy for running Bailey Building and Loan Association. This paper is an attempt to unearth the way Capra depicted an Inclusive model inspired business enterprise in It’s a Wonderful Life using examples from the movie. A business model is a concept developed by an enterprise to devise some definite business logic required to make th e company and its stakeholders earn profit. This model also determines the interactivity and relativity between a business’s core elements, I-e capital, raw material and labor (Bastiaens, Baumeol, and Kreamer 31). Bedford Falls is a small town where the chief financing institution is owned by George Bailey. George Bailey is the good guy who puts both his heart and mind in the business. Therefore, in Bedford Falls under Bailey’s headship, â€Å"banks are small, local, family-run enterprises that help the common people by lending them money to buy homes, run small businesses and build a community; dodgy mortgages are not bundled up and sold off as new investment vehicles to unsuspecting investors† (Lethbridge). This propels the notion that Bailey opted for an Inclusive business model since this type largely focuses on ensuring the welfare of the minorities, poor and/or low-income groups within a community. In an Inclusive Business Model, the approach induced is us ually targeted towards the betterment of the masses instead of the profitability aspect of the company. World Business Council for Sustainable Development describes Inclusive model as â€Å" one, which seeks to contribute toward the alleviation of poverty by including lower-income communities within its value chain while not losing sight of the ultimate goal of business† (Michelini 24). The feature that explains the business model followed by Bailey is that he prefers satisfying public domain, social welfare and community interests over his own financial prosperity. When the company’s shareholder Henry Potter proposes to halt financial aid to working-poor and convinces the Board of Directors too, Bailey is the only one who not just rejects this proposal but wins back the confidence of board members in this regard. At no point in the movie has Bailey been shown as a wealthy self-sufficient man. In the scene when he is leaving for honeymoon and gets information about the bank run his company is about to face; he is not able to generate more than $2000 to pay to the depositors. It was the amount that he had saved to utilize for his honeymoon expenditures. This means that his approach to business is humane, and he strived to keep all the sections of society compatible and intact. As per the rules of Inclusive Model, Bailey involved the

Anaheim CAFR Coursework Example | Topics and Well Written Essays - 750 words - 1

Anaheim CAFR - Coursework Example Government activities and business type activities have been reported on different columns so as to bring out the net statement. They include housing authority, Total Governmental funds, and Non-major Governmental Funds. For the major governmental funds, Transient occupancy tax is the ultimate source of funds for the Major governmental organization (Moreno, 2012). In general governmental funds, intergovernmental revenues are the key source of funds. Expenditure In the statement, Expenditure, has also been classified in a system that segments the section into three. They include housing authority, Total Governmental funds, and Non-major Governmental Funds. The largest categories of general funds entail police, fire, and then public work. There is no financial source that has been recorded in a separate section of the Expenditure, and Change in Fund Balance for Governmental fund. Capital project funds have been tasked with the obligation of community development and dept services, and interest charges. Capital project funds are sometimes regarded to as funds budget. They bring a profound understanding of the dept funds and use of money that makes up the state’s legal entity. It is the predominant figure in the annual budget analysis and enactment from the focus of the capital project funds. Leasing of funds or capital is considered to be done under a legal government so as it enhance trust and loss of capital. The dept service function is the ratio of total or average debt to total assets available, expressed in percentage, and it can be interpreted as the company proportion of an asset that are outlined and financed by debt. All dept service fund and non-major financial funds are the service funds. Management entails covering up for the financial risks that might be encountered, and formulating the most effective way of

Appreciate Differences and Similarities in Texts Essay

Appreciate Differences and Similarities in Texts - Essay Example These articles directly targets rudimentary readers. Level of education of readers and their class These types of readers mostly belong from upper senior, high school level where their main task is to do straightforward analysis. Get the relationships between the documents, do a critical analysis and make general conclusions from this. Students in this level of education get mainly interested in entertaining articles that they can easily put into practice their reading and understanding analytical skills. The two articles in question are admirable examples that high school level students may be materially interested in as they go along with their basic reading abilities that vary from independent, instructional and frustration. Writing techniques used by the writers In the two given articles, just like other written materials, they contain a wide variety of writing techniques that help to appeal t the readers and help convey the intended message with a clear understanding. There is m any writing technique s that writers involve in their works of writing. These writing techniques need to have a deliberate impact to the readers. ... The first article is ironical. It is not logical for humans to complain on the violation of animals rights when involved i8n testing of new medicines, while the medicine that is being tested is for ensuring human survival. In the same article, it is rather ironical that humans complain on animal’s torture in medical tests, while humans do them in order to ensure that the animals too also can survive as animals medicine do exist too. â€Å"†¦Ã¢â‚¬ ¦.yet it is not only humans who benefit from medical science. Researching on animals has also led to many advances in veterinary medicine practices. Dogs can now be protected against distemper†¦.cats can now be immunized against enteritis and cat flu.† The writer portrays verbal irony in this article as the writer contradicts the human party stand. Different impressions created by the two texts The writers in the two articles give an array of mixed fillings. The writer in the first article gives the reader no clear pe rspective on his article. In addition to giving mixed emotions, they are also widespread all over the article. In the first paragraph, he talks about humans and death and makes no substantial deal out of it. He makes it look like a normal thing and gives it some improvement that life expectancy has improved from the past times. However at a point in the article, he talks tells how humans make use of animals for their own benefits. He questions it to be either a matter of animals right or human ill. At this point, the writer creates an impression that humans are being unfair to animals. The writer portrays this, as an act of selfishness by humans. Before this the writer says,

Regional Intergration For and Against Articles Essay

Regional Intergration For and Against Articles - Essay Example Seeking to understand the important role that regional integration has played with Saudi Arabia and other Gulf states, the following will discuss the evolution of the Gulf Cooperation Council, this literature review will begin with an overview of the history of the GCC and describe the advantages of membership for Saudi Arabia. A regional trade bloc which includes some of the fastest growing economies in the world, the Gulf Cooperation Council was devised and implemented in 1981 under the auspices of a unified economic agreement which established a unique social and economic bond between the Arab countries of the Persian Gulf region. During these years, the region has witnessed incredible growth, rising gross national product throughout the region and an undeniable boom in natural resources including oil and natural gas. The Gulf Cooperation Council was established as a multilateral organization almost thirty years ago with the intent of fostering economic and social integration among the Arab countries of the Gulf region. Accordingly, economic regional coherence within the bloc includes the formulation of similar regulations across the region with respect to financial transactions, trade, customs and tourism. A coherent economic strategy across the region is an important attributes of the GCC and this has been implemented with an eye to further economic and social integration in the region. Large states such as Saudi Arabia have benefited tremendously, as have smaller states within the region, such as Qatar and Oman. Social integration for the countries of the GCC encourages regional cooperation with the aim of strengthening the ties between the Arab peoples of the Persian Gulf region through a variety of endeavors including joint ventures, multilateral scientific research centers and other social avenues for further growth. Seeking to address the

Reagan and Gorbachev at Reykjavik, 1986 Essay Example | Topics and Well Written Essays - 1000 words

Reagan and Gorbachev at Reykjavik, 1986 - Essay Example Hearing someone say something, even through an interpreter, hearing their tone, seeing their body language, is much better than any e-mail, phone call or letter. Friendships can be developed and communication levels would have been at their optimum. However, no definite agreement in writing was reached at this meeting. Was it therefore merely a non-event? The Reykjavik summit is chiefly remembered for what almost occurred there, what might have happened. Is it possible for something that didn't happen to be significant historically? If it is to be classed as a non-event does that mean that it is significantly different from an event that actually took place i.e. the signing of an actual bi-lateral agreement. Is the historical significance of a non-event inevitably different in character from the significance of an event that did actually occur? This essay will consider this question. Firstly the American administration considered Reyjavik to be only a preliminary meeting, taking thei r cue from Gorbachev’s letter perhaps1, a response to an earlier one from President Reagan. In it the Russian asks only for a very brief meeting where mutually agreeable solutions could be discussed based upon a political will on both sides to succeed in bringing the arms race between the two powers to a peaceful conclusion. It wasn’t expected to be that important. However it is clear from transcripts of their conversations that other topics such as human rights were on the table and perhaps these add to the significance? The list of topics to be covered provided by the American Secretary of State 2certainly saw a decision to have arms talks as being a possible outcome, rather than actual talks. So this was part of a process which would eventually lead to disarmament. This means that this was not a non-event , but the beginnings without which the rest of the process could not have continued. It laid foundations upon which both sides could built . Gorbachev was very ope n. As Document 93 makes clear he was willing to discuss whatever topics Reagan introduced, not just nuclear weapons and possible future disarmament. Also despite the final failure to come to a definite agreement Gorbachev was able to return home and say ‘You see, Reagan is a man we can work with.’ 4 Despite this it seems from Document 6 5that the Soviet reason’s for calling the meeting had been completely misunderstood in Washington. They give a number of possible reasons, but seem to have no way of knowing which is correct. Also, according to Document 7,6 they seem unsure as to how President Reagan should react. The two leaders were able to meet face to face for several days. Their meeting had been originally planned to be a preliminary discussion, as shown by Gorbachev’s letter to the American President in October 1986, but in the end, verbally at least, they agreed bilaterally to greatly reduce their arms, including both nuclear and ballistic weapons. T he agreement later floundered however over details. According to Sokov7 the preparations had been poor and negotiations were disorganised . So politically was this a non-event? George Shultz, the then American Secretary of State had brought the two men together. He is quoted by Sokov as having said :- I suppose that what startled people in Reykjavik was not what was said, because both Reagan and Gorbachev had

Student Loans; How banks manage them and how they affect individual Term Paper - 1

Student Loans; How banks manage them and how they affect individual spending - Term Paper Example ay for college education that they cannot afford creates a situation in which a slowed job market will be unable to absorb these individuals and provide the necessary debt payments that these loans necessitate. Accordingly, the rate of default during any future slowdown in economic growth could be so profound that these individuals will contribute to a secondary crisis that could be far worse than the mortgage-backed security crisis that took place during 2007/2008. Yet, rather than focusing an entire analysis upon the potential for hardship that exists due to the way in which student loans are managed and given out, the following analysis will specifically focus upon the way in which banks manage student loans, the potential for distress that this style of management creates, and the individual hardship that student loan/debt repayment creates for a recent graduate and their overall Outlook for earnings during their lifetime. It is the hope of this author that such a level of discus sion will be beneficial with respect to engaging a further level of appreciation with regard to the issue of student loans, how they are managed, and how this form of debt impacts upon individuals within the current era. One of the most interesting ways in which the reader can come to appreciate the similarity between the mortgage-backed securities that contributed to the 2007/2008 financial hardship as compared to the issue of student loan debt creation and repayment has to do with the similarity of financial structure; specifically with regard to the way in which these student loans are packaged in bulk and sold within equity markets. In almost an identical manner to the way in which banks manage mortgage-backed securities and bought and sold these as an asset, the financial system is currently performing much the same process with respect to student loan debt. This is not a new concept. Instead, packaging debt and selling it to investors that place a premium upon whether or not

Pros and Cons of the Death Penalty Research Paper

Pros and Cons of the Death Penalty - Research Paper Example Today, close to 58 countries around the world actively employ the penalty against those who commit capital offenses. Although close to 96 countries have abolished the use of death penalties against humans, several others still have it still entrenched within their judicial systems without practicing it for at least the last ten years owing to its controversial nature. The death penalty has drawn great and uncommon controversy throughout the world with different groups and members of society taking different stands concerning the subject. In fact, the subject of death penalty is a matter of active debate even among states, nations and territories. With regard to the subject, people often take differing stands even though they may share similar political, religious and cultural ideologies. This paper discusses the subject of death penalty and will mainly focus on the pros and cons of employing the mode of punishment according to different viewers and commentators. The death penalty is the pre-meditated and planned process of killing a human being in reaction to an offence committed by the person (Banner, 2002).. Also known as capital punishment, the act is normally done by a government against a person who has legally been convicted through a legal or judicial process. There are several methods that have been employed in executing capital punishments against people accused of committing capital offenses as noted by Hood (2002). Historically, the death sentence was carried out mostly in the most painful of ways. In many ancient societies, convicts were often stoned to death while in other societies the convicts’ heads were severed using different means. For example in ancient Russia, executioners used swords to chop of the heads of those who were condemned to die while in France, the victim’s head was cut off using a guillotine. Ferocious or venomous animals were also used in some societies to cause the deaths of those who

Review of Related Literatures and Studies Essay Example for Free

Review of Related Literatures and Studies Essay Local Studies: One of the past local studies that is relevant to our research was made way back 2009. I think it has something to help in our current issues about our researches.   On December 5, 2009, Mapua Institute of Technology finalized their research named â€Å"The effects of Computer Addiction to the Academic Performances of Mapua Institute of Technology First year Students†. It seems like familiar or should I say Same Title but in our research we include Computer Games Addiction and also its effect on academic performance on selected freshmen CCIS students. This research was made by 4 Mapua Students. In their research, they interviewed 16 first year students about study habits and computer addiction. As the survey results, 11 participants were classified computer addicts. The results of that survey back 2009 showed that computer addicts spends more time playing computer than studying. Their research also concluded that computer addiction have lead students to have a declining grade on their academic performances of first year students in the said University. With the help of this past research, we can make our research stronger and more useful. It will give us more information and ideas that are related to what are the goals we want to achieve. Philline Kate Vera C. Palaà ±a, Juan Paolo D. Rabacio,Marjorie Maralit, Nidia P.D.C. Andrade. The-Effects-of-Computer-Addiction-to-the-Academic-Performances-of-Mapua-Institute-of-Technology-First-Year-Students. 5 December 2009. http://www.scribd.com. Philline Kate Vera C. Palaà ±aJuan Paolo D. RabacioMarjorie Maralit Nidia P.D.C. AndradeMapua Institute of Technology. Local Literature: â€Å"Video games will ruin your children’s future†- Cesar Tolentino, a Market Research Analyst and Consultant here in the Philippines. In his blog/ article on http://www.gdap.org.ph, where the title of his featured blog is â€Å"Turning the tide: Changing the Filipino Outlook Towards Gaming†. He stated there that â€Å"there are cases of overuse and abuse among gamers for online games in the country, we should advocate responsible gaming†. In this case, many students failed in their academic performance because of too much playing or becoming addict in computer games. He stated also, † It’s all a matter of mind conditioning. Often those who became so addicted to games and suffered low grades or failures in school also have family problems. Responsible gamers know their priorities. There are actually many valedictorians and dean’s listers who play video and computer games too.† I think this will help us in finding the reason why many students keep playing computer games at all. Tolentino, Cesar. features/turning-the-tide-changing-the-filipino-outlook-towards-gaming/. 6 July 2011. http://www.gdap.org.ph. http://www.gdap.org.ph/features/turning-the-tide-changing-the-filipino-outlook-towards-gaming/.

Economic growth and economic development Essay Example for Free

Economic growth and economic development Essay Like the infrastructure development, improvement of legal mechanism Can now be regarded as the most important precondition for sustainable Growth, a stronger economy, and pro-people system of governance, Writes M S Siddiqui Economic development generally refers to sustained and concerted actions, taken by the policy-makers and communities, which promote the standard of living and economic health of a specific area. Economic development can also refer to as being quantitative and qualitative changes in the economy. Such actions might involve multiple areas including development of human capital, critical infrastructure, regional competitiveness, environmental sustainability, social inclusion, health, safety, literacy, and other initiatives. Economic development differs from economic growth. Whereas economic development is a policy intervention endeavour with aims of economic and social well-being of the people, economic growth is a phenomenon of market productivity and rise in GDP (gross domestic product). According to Amartya Sen, economic growth is one aspect of the process of economic development. Despite the good performance of Bangladesh in terms of many growth indices, it has been lagging behind in building a necessary infrastructure for achieving goals for the country to be treated as a middle-income one. Economic governance embraces all macroeconomic, microeconomic and fiscal policies, public economic agencies, regulatory bodies, company laws and legal institutions connected with economic matters. Good governance means an efficient, open, accountable and audited public service, which has the bureaucratic competence to help design and implement appropriate public policies and, at the same time, an independent judicial system to uphold the law. Good governance is a system of governance that is able to unambiguously identify the basic values of society, where values are economic, political and socio-cultural issues including human rights, and pursue these values through an accountable and honest administration. It is obvious that good governance is a must for the development and growth of a nation. Good governance generally implies a number of institutions, which regulate the behaviour of public bodies, stimulate citizens participation in government and control public-private relations. Governance is government plus the private and third (not for profit) sectors. In the 1992 report titled Governance and Development, the World Bank gave its definition of good governance. Good governance is defined as the manner in which power is exercised in the management of a countrys economic and social resources for development. In an October 1995 policy paper called Governance: Sound Development Management, the ADB outlined its policy on this topic. Further, in a separate opinion issued by the ADB General Council, it was explained that governance has at least two dimensions: (a) political (e.g., democracy, human rights); and (b) economic (e.g., efficient management of public resources). The United Nations Development Programmes (UNDP) definition of good governance is spelled out in a 1997 UNDP policy document titled Governance for Sustainable Human Development. The document states that governance can be seen as the exercise of economic, political and administrative authority to manage a countrys affairs at all levels. The key elements of good governance as defined by UNDP are listed below: Participation: Participation by both men and women is a key cornerstone of good governance. All men and women should have a voice in decision making either directly or through legitimate intermediate institutions that represent their interests. Rule of law: Legal frameworks should be fair and enforced impartially, particularly the laws on human rights. Transparency: Transparency is built on the free flow of information. Processes, institutions and information are directly accessible to those concerned through it, and enough information is provided to understand and monitor them. Responsiveness: Good governance requires that institutions and processes try to serve all stakeholders within a reasonable timeframe. Consensus orientation: There are several actors and as many viewpoints in a given society. Good governance requires mediation of different interests in society to reach a broad consensus on what is in the best interest of the whole community and how this can be achieved. Equity: All men and women have opportunities to improve or maintain their well-being. Effectiveness and efficiency: Good governance means that processes and institutions produce results that meet the needs of society, while making the best use of resources at their disposal. Strategic vision: Leaders and the public have a broad and long-term perspective on good governance and human development, along with a sense of what is needed for such development. There is also an understanding of the historical, cultural and social complexities, in which that perspective is grounded. The rule of law as gauged by the responses to efficient functioning of judiciary indicates that most low and middle-income countries rate it as a much higher obstacle than their high-income counterparts. The aggregate average of street crime, organised crime, and corruption are all higher in these countries than in the developed world. There are many problems that come up as barriers to good governance. To ensure sound local development, action should be taken to work towards achieving good governance. The legal policy regime of a country provides base to the potential Foreign Direct Investment (FDI). Unequivocal, neutral legal framework and better protection of property rights can lead to higher FDI. The legal and regulatory environment does matter for financial development. Countries with legal and regulatory systems that give a high priority to creditors receive the full value of their claims on cooperation, have better- functioning financial intermediaries than countries where the legal system provides much weaker support to creditors. Bangladesh is the seventh largest country in the world in terms of its population and now it is treated as N-11 after the BRICS countries. However, without progress in legal arenas, such as making suitable laws and their appropriate execution, speedy resolution of all corporate and financial disputes, and quick and transparent transfer of properties, some vital sectors of Bangladeshi economy may suffer irreparable loses. Like the infrastructural development, improvement of legal mechanism can now be regarded as the most important precondition for sustainable growth, a stronger economy, and pro-people system of governance. The writer is pursuing PhD at the Open University, Malaysia. [emailprotected]

Autism Spectrum Disorders: Causes, Diagnosis and Support

Autism Spectrum Disorders: Causes, Diagnosis and Support Autism Spectrum disorders Introduction Autism awareness in todays society has moved from the shadow of shame and unknown to the forefront of research and education as an increasing number of children and people with Autism Spectrum disorders gain attention in every aspect of their everyday lives. This paper will attempt to explore the many faces of autism: identification, possible causes, treatment, societal reaction/interaction, the learning/teaching cooperative, and expectations for the future regarding this disorder in an ever evolving and expanding society. What is Autism? How does it manifest? Are there specific characteristics inherent to the disorder? How was it discovered? Who gets it? How is it diagnosed? When? Has the cause been identified? Is it hereditary, environmental or societal? Is there a cure? What kind of treatment is available, and how has it changed since discovery of the disorder? Do autistic children face specific learning challenges? What teaching methods best reach autistic children? Are some methods more effective than others? Autism is very broad, far-reaching and involved, but herein I expect to go from a brief discussion of the broad topic to the specific: How does autism affect the learning/teaching relationship between children and teachers? What is Autism? Autism was first thought to be mental retardation or insanity. In 1943, Leo Kanner noticed that these children did not fit the pattern of emotionally disturbed children and instead recorded patterns of being slow learners. Hans Asperger, making similar discoveries, discovered what has come to be known as Aspergers Syndrome often used to label autistic people that can talk. Leo Kanner and Hans Asperger, working completely independent of one another, recognized autism for what it was: a developmental disorder that interferes with a childs communication, social and interaction behavior. (Carew, 2009) Autism Spectrum Disorder (ASD) is a Pervasive Developmental Disorder (PDD). It is a bio-neurological developmental disability usually appearing before the age of three, best known for impairing a childs ability to communicate and interact. Life-long disabilities significantly impact several areas of development: communication impairments, social difficulty, sensory processing deficits and a need for solid routines within their lives. Characteristics of Autism manifests in a myriad of ways: delay in verbal development, a need to finish what they begin, a rather h3 resistance to change in daily routine, lack of spontaneity, distress at being touched and the ability to show any kind of emotion, as well as an inability to process and respond to humor. There are five subcategories associated with ASD, each with its own distinctive and unique features: Autistic Disorder, Aspergers Disorder, Childhood Disintegrative Disorder (CDD), Retts Disorder, and Pervasive Developmental Disorder-Not Otherwise Specified (PDD-NOS). Treatment within each subcategory is as diverse and varied as the individual being treated, depending on the individuals personality, unique symptoms and manifestation of autism. How is it Diagnosed? To help determine the difference between autism and mental retardation, a qualified professional will examine and score children who are suspected of having autism through a questionnaire based on direct observation by professionals and reports given by parents, family members, and teachers. This test is known as CARS (Childhood Autism Rating Scale) and was developed by Eirc Shopler, Robert Reichier and Barbara Rochen Reiner. (Schopler, Reichler, DeVellis, Daly, 1980) CARS was published in 1980, but the development began a lot earlier, in 1966. A Study conducted by the University of Texas Health Science Center determined an accuracy rating of 98% in diagnosing children and showed encouraging results in diagnosing adolescents as well. CARS incorporates the criteria of Leo Kanner (1943) and Creak (1964), and characteristic symptoms of childhood autism. (Schopler et al., 1980) The test focuses on 15 categories of behaviors, characteristics, and abilities and how the expected development is different than the actual development if autistic symptoms are present. The categories are: Relating to people, imitation, emotional response, body use, object use, adaptation to change, visual response, listening response, taste, smell and touch response and use, fear or nervousness, verbal communication, nonverbal communication, activity level, level and consistency of intellectual response, and general impressions. A child can score on a scale of one to four. Scoring a one meets a normal range for a childs age and scoring a four means the child is severely abnormal. (Secor, 2009) Who Gets It? Although it is unclear how much of the surge reflects better diagnosis, recent data suggests a 10-fold increase in autism rates over the past decade. The journal, Pediatrics, released on October 5, 2009, reported one percent of U.S. children ages 3-17 have an Autism Spectrum disorder, a prevalence of 1 in 91. This is a dramatic increase from the 2007 report by the Center for Disease Control reported 1 in 150 children diagnosed with Autism. Boys are diagnosed four times more often than girls. There has been no connection established regarding socio-economic status, race or religion in identifying autistic individuals. (Kogan, 2009) Cause of Autism All over the world, researchers are working to find just what causes Autism. However no direct, specific cause of Autism has been determined, to date. The pressure to identify a cause is a top priority among researchers and it appears, due to the various levels of severity and combinations of symptoms, there may be multiple causes and scientific evidence suggests both genetic and/or environmental factors. Because of intense research, there are several specific claims that have been disproven. Bruno Bettelheim, a once well-renowned child psychologist, blamed autism on parents, specifically mothers, claiming they did not properly bond with their children. There is no evidence to support that claim. Due in large part to Dr. Bernard Rimland, who has an autistic son, founded the Autism Society of America and the Autism Research institute. Dr. Rimland was instrumental in helping to determine autism as a biological disorder not a causal effect, ie., neglect, isolation, cold, indifferent or bad parenting. He disproved the theory by defining ASDs as biological disorders, not emotional illnesses in his book, Infantile Autism: The Syndrome and Its Implications for a Neural Theory of Behavior (Rimland, 1964). However, Dr Rimland is a proponent of another high profile controversial claim suggesting vaccinations given to children during babyhood may be a cause of the disorder. Despite Dr Rimlands advocacy and beliefs, this claim has little or no scientific backing. In fact, in a timely ruling Friday, March 12, 2010, the so-called vaccine court, a special branch of the U.S. Court of Federal Claims, found that the mercury-containing vaccine preservative thimerosal is not to blame for autism, and concluded the last of three cases on theories related to a vaccine-autism relationship. A 2009 ruling rejected a theory that thimerasol can cause autism when combined with the measles-mumps-rubella vaccine, which perhaps was based on a discredited medical journal article published in 1998 by British physician, Dr. Andrew Wakefield, linking a particular type of autism and bowel disease to the measles vaccine. The 2009 ruling predicated the dropping of a second case based on a theory that certain vaccines alone cause autism. Interestingly, in this third case, the court found that none of the expert witnesses who argued mercury can have a variety of effects on the brain, offered opinions on the cause of autism in any of the three specific cases argued. (Schmid, 2010)(emphasis added) Two studies conducted by researchers at the Childrens Hospital of Philadelphia link specific genes to autism. One study pinpoints a gene region that may account for as many as 15 percent of autism cases, while another study identifies missing or duplicated stretches of DNA along two crucial gene pathways. Significantly, both studies detected genes implicated in the development of brain circuitry in early childhood. (Wang, 2009) A specific connection between fragile x (FXS) and autism has also been found. Dr. Don Bailey , director of the Frank Porter Graham Institute, and colleagues found that in young boys with FXS, 25% met the criteria for autism using the (CARS). Their profile of behaviors was very similar to that of children with autism but without fragile X. Consequently, they also found that children with autism and FXS together, had a lower IQ than children with either FXS alone or autism alone. (Bailey, Jr., Hatton, et al., 2001) Methods of Treatment Since 1943, many ways have been developed to help the autistic child. Then, the famous Sigmund Freud discovered that parents who did not attempt to communicate with an autistic child saw no progress, while a close parent/child relationship seemed to cause the child to thrive and move forward. Although it lingered well into the 50s and 60s, Freuds theory lacked two critical bits information: first, oftentimes the parent didnt try to interact with the child due to the Autistic behavior; and second, in some cases it was a genetically inherited personality. For a time, children were removed from their home to see if they would recover although there was no clear-cut evidence of any value in future use of this method. Due to research and study, it was found that facilitated communication could teach the child to communicate with the world; for example an autistic child could be taught to manage and control his emotions; a parent could help a child desensitize from the over sensitivity to sound. Today, Applied Behavior Analysis (ABA), Occupational Therapy (OT), Pivotal Response Training (PRT), Physical Therapy (PT), Sensory Integration Therapy, Floortime, and medications, all have a place in accepted scientific treatment. Alternative methods are also sometimes used. These can include Dietary intervention, Vitamins and Minerals, Social Skills Groups, Music and Art Therapy, and even Dolphin Therapy. One of the most tried and true methods utilized today, Applied Behavior Therapy (ABA) is usually accompanied by Physical Therapy and Occupational therapy. As with any treatment there are good and bad points associated with each. ABA was developed by Dr. Ivar Lovaas and contains the B.F. Skinners theories on operant conditioning. This treatment includes rewards which may include toys or treats, for acceptable behavior. There is no punishment for wrong or incorrect behavior, however. There are a myriad of steps involved, and a fairly rigid structure to this method. ABA is very time-consuming and has shown many positive results. According to some ongoing research, diet may be fueling Autism. There is convincing empirical evidence that special diets help autistic individuals. Karl Reichelt of Oslo has been a pioneer in this area for decades, showing the highly significant effects of removing gluten, gliadin and casein from the diets of autistic children. There are now about forty research studies in Norway, the U.K., Italy, and the United States supporting this finding. Special diets are, most often, hard to implement. Eighteen research reports have been published since 1965, by scientists in six countries showing that about half of all autistic children and adults improve significantly when given large amounts of B6. Unlike drugs, B6 is a safe, natural substance that the brain requires. This vitamin, along with the mineral magnesium, is used in the production of serotonin. In a comprehensive review of the neurochemistry of autism, published in 1990, Dr. Edwin Cook wrote, The most consistent finding has been that over 25% of autistic children and adolescents are hyperserotonemic. However, after 29 years of investigation, the mechanism of hyperserotonemia has not been determined. (Genetics, autism and priorities, 1997) Teaching Methods Autistic children all have specific learning challenges; however, the method of approach depends entirely on the child. When teaching an autistic child, environmental considerations, a set schedule and routine for the student and a visual structure the student can see clearly to enable them to understand what is expected of them, and when it is expected of them. No one method is necessarily better than another. Many of the various methods utilize the same basic principles needed to help focus and teach a child with autism. An effective instructional strategy is one that incorporates structure, a communication system, sensory accommodations, individualized programming, inclusion, social integration and access to the general curriculum. It is important to find research-based methodology that has proven effective through application and data collection. This helps enhance the effectiveness and accountability of the program. There are also different teaching approaches enabling students with this disorder to learn and function as well as any other student in the classroom. No one approach has proven more effective. However, Treatment and Education of Autistic and Related Communication Handicapped Children (TEACCH) (Shopler, E 1997) incorporates several methodologies and techniques into one program. Developed in the 1970s at the University of North Carolinas School of Medicine, the philosophy behind TEACCH was: the environment should be changed to meet the needs of the students, not the students changed to meet the needs of the environment. Techniques are developed to meet the specific communication, social and coping needs of the student. The goal is to help students with ASDs learn functional skills so they can live productively and reach their full potential at school and home, and later in their community and working lives. TEACCH stresses the need for elements of behavioral and cognitive interventions, direct teaching of social skills, the need for structure, and the use of visual cues to show tasks to be done in work or play areas. Another stand alone method of teaching, also one of the components within TEACCH, Structure-Positive-Empathetic-Low Arousal- Links (SPELL), emphasizes a clear routine and an atmosphere that helps maximize positive relationships and reduce anxiety while teaching children with ASD. This can be accomplished by trying to anticipate the experiences, settings, or problems the children may consider threatening. This methodology has been integrated into most of the centers run by the National Autistic Society. Basic strategies need to be implemented inside a classroom to help transition students with ASD. These include: A clear structure and daily routine Use of clear and unambiguous language (not a lot of humor or irony) Make clear which behaviors are unacceptable Address the child individually Provide a warning if there is an impending change in routine or activity switch Know the students ticks and what abnormal behavior might be Specific teaching using photographs, video recording, how feeling are expressed and communicated so they can be recognized. Regular opportunity for simple conversations to help increase the use of how and why questions Use charts to record behavioral progress reinforcement How Does Autism Affect the Learning/Teaching Relationship Between Children and Teachers? Any teacher can get very frustrated with children in general, and if a disability is added to the equation, it can make for a difficult learning and teaching experience for both parties involved. It is important to remember what the student is going through and having to deal with. Patience truly is a virtue for the teacher, combined with empathy, understanding, encouragement and compassion. Within any teaching strategy, to work and develop a method of structured teaching, there must be an understanding of the unique features and characteristics of the autistic child. A teacher must organize the childs environment so the child is able to focus on relevant information and not be distracted by irrelevant things. The teacher must also develop appropriate activities to engage the student and not frustrate them. The instructor must also help the student understand what is expected of them so they do not have any disruptions to their routine or be inadvertently thrust outside of their comfort zone. Despite a teachers best efforts to reduce the stress, anxiety and frustration of the environment, behavioral challenges will still arise, depending on the characteristics of the autistic child. Conclusion Autistic Spectrum Disorder has come out of the shadows and gained notoriety in todays society through the actions of celebrities, organizations, and parents of autistic children as awareness of this increasingly prevalent disorder increases exponentially with research, education and mainstreaming. Since it was identified just a little over a half century ago, ASD has gained attention and momentum and tremendous strides in identification, possible causes, treatment, societal reaction/interaction, the learning/teaching cooperative, have provided lofty expectations for the future. While teaching students with ASD is challenging, it can also be hugely rewarding. Teaching methods like TEACCH, which encompass the basic principles and techniques found to be most effective and least upsetting for the autistic child: consistency in a passive environment, an unvaried schedule and basic repetitive routine enable teachers to help the autistic student learn and progress within a safety zone geared toward their own individual learning style. Although there is no cure, there have been significant strides in identifying, developing and implementing new treatments every day. Children with ASD are often able to lead full, happy, and productive lives, interacting with society on their own terms. One can only hope that the strides of today will be not only matched but outpaced in the future as ASD becomes not a mysterious disorder of unknown origin, but a minor affliction overcome by millions, unidentifiable and without stigma in the mainstream world. Bibliography Carew, Betty. (2009, January 28). The History of autism. Retrieved from http://healthmad.com/children/the-history-of-autism/ Kogan, Michael, et al. (2009). Prevalence of parent-reported diagnosis of autism spectrum disorder among children in the US, 2007. Pediatrics, 10.1542(1522) Schopler, E, Reichler, RJ, DeVellis, RF, Daly, K. (1980). Toward Objective classification of childhood autism: childhood autism rating scale (cars). J Autism Dev Disorder, 10(1), 91-103. Secor, M.L. (2009, january 6). Child autism rating scale. Retrieved from http://autism.lovetoknow.com/Childhood_Autism_Rating_Scale Rimland, Bernard. (1964). Infantile autism: the syndrome and its implications for a neural theory of behavior. New York: Prentice Hall. Schmid, Randolph. (2010, march 12). Court says thimerosal did not cause autism. Associated Press, Wang, Kai, et al. (2009). common genetic variants on 5p14.1 associate with autism spectrum disorders. Nature, 459(528-533), Retrieved from http://www.nature.com/nature/journal/v459/n7246/full/nature07999.html Bailey, D. B., Jr., D. D. Hatton, et al. (2001). Autistic behavior, fmr1 protein, and developmental trajectories in young males with fragile x syndrome. Journal of Autism and Developmental Disorders , 31(2), 165-174. Genetics, autism and priorities. (1997). Autism Research Review International, 11(2), Retrieved from http://autism.about.com/gi/o.htm?zi=1/XJ/YazTi=1sdn=autismcdn=healthtm=27f=00tt=14bt=1bts=1zu=http%3A//www.autism.com/ari/faq/faq_diets.htm Exkorn, Karen Siff. (2005). The autism sourcebook everything you need to know about diagnosis, treatment, coping, and healing. New York, NY: HarperCollins. Shopler, E (1997) Implementation of TEACCH philosophy. In D. Cohen and F. Volkmar (eds). Handbook of Autism and Pervasive Developmental Disorders. New York: Wiley. Autism Spectrum disorders Introduction Autism awareness in todays society has moved from the shadow of shame and unknown to the forefront of research and education as an increasing number of children and people with Autism Spectrum disorders gain attention in every aspect of their everyday lives. This paper will attempt to explore the many faces of autism: identification, possible causes, treatment, societal reaction/interaction, the learning/teaching cooperative, and expectations for the future regarding this disorder in an ever evolving and expanding society. What is Autism? How does it manifest? Are there specific characteristics inherent to the disorder? How was it discovered? Who gets it? How is it diagnosed? When? Has the cause been identified? Is it hereditary, environmental or societal? Is there a cure? What kind of treatment is available, and how has it changed since discovery of the disorder? Do autistic children face specific learning challenges? What teaching methods best reach autistic children? Are some methods more effective than others? Autism is very broad, far-reaching and involved, but herein I expect to go from a brief discussion of the broad topic to the specific: How does autism affect the learning/teaching relationship between children and teachers? What is Autism? Autism was first thought to be mental retardation or insanity. In 1943, Leo Kanner noticed that these children did not fit the pattern of emotionally disturbed children and instead recorded patterns of being slow learners. Hans Asperger, making similar discoveries, discovered what has come to be known as Aspergers Syndrome often used to label autistic people that can talk. Leo Kanner and Hans Asperger, working completely independent of one another, recognized autism for what it was: a developmental disorder that interferes with a childs communication, social and interaction behavior. (Carew, 2009) Autism Spectrum Disorder (ASD) is a Pervasive Developmental Disorder (PDD). It is a bio-neurological developmental disability usually appearing before the age of three, best known for impairing a childs ability to communicate and interact. Life-long disabilities significantly impact several areas of development: communication impairments, social difficulty, sensory processing deficits and a need for solid routines within their lives. Characteristics of Autism manifests in a myriad of ways: delay in verbal development, a need to finish what they begin, a rather h3 resistance to change in daily routine, lack of spontaneity, distress at being touched and the ability to show any kind of emotion, as well as an inability to process and respond to humor. There are five subcategories associated with ASD, each with its own distinctive and unique features: Autistic Disorder, Aspergers Disorder, Childhood Disintegrative Disorder (CDD), Retts Disorder, and Pervasive Developmental Disorder-Not Otherwise Specified (PDD-NOS). Treatment within each subcategory is as diverse and varied as the individual being treated, depending on the individuals personality, unique symptoms and manifestation of autism. How is it Diagnosed? To help determine the difference between autism and mental retardation, a qualified professional will examine and score children who are suspected of having autism through a questionnaire based on direct observation by professionals and reports given by parents, family members, and teachers. This test is known as CARS (Childhood Autism Rating Scale) and was developed by Eirc Shopler, Robert Reichier and Barbara Rochen Reiner. (Schopler, Reichler, DeVellis, Daly, 1980) CARS was published in 1980, but the development began a lot earlier, in 1966. A Study conducted by the University of Texas Health Science Center determined an accuracy rating of 98% in diagnosing children and showed encouraging results in diagnosing adolescents as well. CARS incorporates the criteria of Leo Kanner (1943) and Creak (1964), and characteristic symptoms of childhood autism. (Schopler et al., 1980) The test focuses on 15 categories of behaviors, characteristics, and abilities and how the expected development is different than the actual development if autistic symptoms are present. The categories are: Relating to people, imitation, emotional response, body use, object use, adaptation to change, visual response, listening response, taste, smell and touch response and use, fear or nervousness, verbal communication, nonverbal communication, activity level, level and consistency of intellectual response, and general impressions. A child can score on a scale of one to four. Scoring a one meets a normal range for a childs age and scoring a four means the child is severely abnormal. (Secor, 2009) Who Gets It? Although it is unclear how much of the surge reflects better diagnosis, recent data suggests a 10-fold increase in autism rates over the past decade. The journal, Pediatrics, released on October 5, 2009, reported one percent of U.S. children ages 3-17 have an Autism Spectrum disorder, a prevalence of 1 in 91. This is a dramatic increase from the 2007 report by the Center for Disease Control reported 1 in 150 children diagnosed with Autism. Boys are diagnosed four times more often than girls. There has been no connection established regarding socio-economic status, race or religion in identifying autistic individuals. (Kogan, 2009) Cause of Autism All over the world, researchers are working to find just what causes Autism. However no direct, specific cause of Autism has been determined, to date. The pressure to identify a cause is a top priority among researchers and it appears, due to the various levels of severity and combinations of symptoms, there may be multiple causes and scientific evidence suggests both genetic and/or environmental factors. Because of intense research, there are several specific claims that have been disproven. Bruno Bettelheim, a once well-renowned child psychologist, blamed autism on parents, specifically mothers, claiming they did not properly bond with their children. There is no evidence to support that claim. Due in large part to Dr. Bernard Rimland, who has an autistic son, founded the Autism Society of America and the Autism Research institute. Dr. Rimland was instrumental in helping to determine autism as a biological disorder not a causal effect, ie., neglect, isolation, cold, indifferent or bad parenting. He disproved the theory by defining ASDs as biological disorders, not emotional illnesses in his book, Infantile Autism: The Syndrome and Its Implications for a Neural Theory of Behavior (Rimland, 1964). However, Dr Rimland is a proponent of another high profile controversial claim suggesting vaccinations given to children during babyhood may be a cause of the disorder. Despite Dr Rimlands advocacy and beliefs, this claim has little or no scientific backing. In fact, in a timely ruling Friday, March 12, 2010, the so-called vaccine court, a special branch of the U.S. Court of Federal Claims, found that the mercury-containing vaccine preservative thimerosal is not to blame for autism, and concluded the last of three cases on theories related to a vaccine-autism relationship. A 2009 ruling rejected a theory that thimerasol can cause autism when combined with the measles-mumps-rubella vaccine, which perhaps was based on a discredited medical journal article published in 1998 by British physician, Dr. Andrew Wakefield, linking a particular type of autism and bowel disease to the measles vaccine. The 2009 ruling predicated the dropping of a second case based on a theory that certain vaccines alone cause autism. Interestingly, in this third case, the court found that none of the expert witnesses who argued mercury can have a variety of effects on the brain, offered opinions on the cause of autism in any of the three specific cases argued. (Schmid, 2010)(emphasis added) Two studies conducted by researchers at the Childrens Hospital of Philadelphia link specific genes to autism. One study pinpoints a gene region that may account for as many as 15 percent of autism cases, while another study identifies missing or duplicated stretches of DNA along two crucial gene pathways. Significantly, both studies detected genes implicated in the development of brain circuitry in early childhood. (Wang, 2009) A specific connection between fragile x (FXS) and autism has also been found. Dr. Don Bailey , director of the Frank Porter Graham Institute, and colleagues found that in young boys with FXS, 25% met the criteria for autism using the (CARS). Their profile of behaviors was very similar to that of children with autism but without fragile X. Consequently, they also found that children with autism and FXS together, had a lower IQ than children with either FXS alone or autism alone. (Bailey, Jr., Hatton, et al., 2001) Methods of Treatment Since 1943, many ways have been developed to help the autistic child. Then, the famous Sigmund Freud discovered that parents who did not attempt to communicate with an autistic child saw no progress, while a close parent/child relationship seemed to cause the child to thrive and move forward. Although it lingered well into the 50s and 60s, Freuds theory lacked two critical bits information: first, oftentimes the parent didnt try to interact with the child due to the Autistic behavior; and second, in some cases it was a genetically inherited personality. For a time, children were removed from their home to see if they would recover although there was no clear-cut evidence of any value in future use of this method. Due to research and study, it was found that facilitated communication could teach the child to communicate with the world; for example an autistic child could be taught to manage and control his emotions; a parent could help a child desensitize from the over sensitivity to sound. Today, Applied Behavior Analysis (ABA), Occupational Therapy (OT), Pivotal Response Training (PRT), Physical Therapy (PT), Sensory Integration Therapy, Floortime, and medications, all have a place in accepted scientific treatment. Alternative methods are also sometimes used. These can include Dietary intervention, Vitamins and Minerals, Social Skills Groups, Music and Art Therapy, and even Dolphin Therapy. One of the most tried and true methods utilized today, Applied Behavior Therapy (ABA) is usually accompanied by Physical Therapy and Occupational therapy. As with any treatment there are good and bad points associated with each. ABA was developed by Dr. Ivar Lovaas and contains the B.F. Skinners theories on operant conditioning. This treatment includes rewards which may include toys or treats, for acceptable behavior. There is no punishment for wrong or incorrect behavior, however. There are a myriad of steps involved, and a fairly rigid structure to this method. ABA is very time-consuming and has shown many positive results. According to some ongoing research, diet may be fueling Autism. There is convincing empirical evidence that special diets help autistic individuals. Karl Reichelt of Oslo has been a pioneer in this area for decades, showing the highly significant effects of removing gluten, gliadin and casein from the diets of autistic children. There are now about forty research st

internation management :: essays research papers

â€Å" As a firm develops its advertising strategy, it must consider three factors : –  Ã‚  Ã‚  Ã‚  Ã‚  The message they want to convey –  Ã‚  Ã‚  Ã‚  Ã‚  the media available for conveying the message –  Ã‚  Ã‚  Ã‚  Ã‚  the extent to which the firm wants to globalise its advertising effort† (book, p. 657) The promotion designated in the â€Å"4 Ps† involves the communication, the personnal selling, the sales promotions, and public realtions. Firstly, as regards communication, Donnar is a B-to-B company, so they don t ad for the public. However, they try to convey a strong message to their customers in Australia. â€Å"The message of an advertisement refers to the facts or impressions the advertiser wants to convey to potential customers.† (book, p.657) their message is mainly â€Å"reliability, dependability and a market name which is wellknown in China† (Catts, C., 2004, email, 5th April) by mentioning awards and certificates awarded in China by numerous agencies. Their global communication policy is 'think globally, act locally' (Catts, C., 2004, email, 5th April) which means that they use the same commercials in Australia and in China, but not the same actors. The medium (communication channel) used is ATM managers, banks and past relationships (Catts, C., 2004 , email, 5th April). Secondly, personnal selling means â€Å"making sales on the basis of personnal contacts† (book, p. 662). This technic is currently used by Donnar wich â€Å"also use the relationships they have with certain companies in China and abroad to enter the market and use their name for promotion† (Catts, C., 2004, email, 5th April) . This way of making promotion is very efficient because it directly relates to something the buyer know. Thirdly, Donnar doesn t make any sales promotions like coupons or in store promotion, because, as we said before, it is a B to B business which doesn t react as individuals to this kind of incentive. Finally, our company widely use the public relations with an internet site (www.donar.com.cn), Advertisement on banking and ATM management newsletters, conferences all over the world... The 4th P refers to Place or, commonly, distribution. â€Å"Distribution involves moving products and services from the firm to the firm's customer† (book, p. 665). Donar â€Å"use freight boats shipped from Shanghai and Homg Kong because [they] have a factory in Shenzhen.† (Catts, C., 2004, email, 5th April). This system present the advantages of being inexpensive and good for large products, but is quite slow and indirect (Table 16.4 : Advantages and disadvantages of differents modes of transportation for exports and imports, book, p.

My Name Is Asher Lev Essay example -- essays research papers

Asher Lev Essay: Minor characters are central to our understanding of any text. Analyse their significance in My Name Is Asher Lev. Central to our understanding of â€Å"My name is Asher Lev† by Chaim Potok, is the dynamics of Asher’s relationship with different minor characters involved. Each minor character such as Yudel Krinsky, Uncle Yitzchok, the Rebbe, and Jacob Kahn each help Asher in a different way allowing the reader to interpret the text more thoroughly. Their guidance to the antagonist creates a vivid image inside the reader’s mind of the type of character and their importance to our understanding of the text. Each minor character listed has a deep impact on the resolution of Asher Lev  Ã‚  Ã‚  Ã‚  Ã‚   Yudel Krinsky is a Russian Jew from Siberia, in Russia. When he arrives in Brooklyn he is very grateful towards Asher’s father. â€Å"Did you know Asher that your father is an angel of God?† he says. When Asher first meets Yudel Krinsky his curiosity about Serbia and Yudel Krinsky begins. This curiosity soon makes him ask more and more questions about Yudel. â€Å"We saw a Jew from Russia,† he says to Mrs. Rackover. When asked about Siberia Mrs. Rackover replies, â€Å"What is Siberia? It is a land like the inside of this refrigerator. It is a land of ice and darkness where the Russian government sends people it hates. What is Siberia? No-one should know of it.† This gives a good impression to the reader the torment and struggle Yudel must have felt when living in Siberia. Asher of course does not view this information lightly and wishes to seek more answers about Yudel and Russian Jews. â€Å"The son of Reb Aryeh Lev,† is the name Asher is referred to during the beginning journeys of to Yudel’s store. It is important to note he is called the son of Aryeh Lev because they don’t really know each other but later called ‘Asher’. On the first encounter Asher does not ask Yudel any questions. On the second encounter though Asher begins to ask Yudel questions relating to the news in Russia and the relationship between Yudel and Asher begins to bloom like a rose bud. On the next encounters to Yudel’s store, Yudel starts addressing Asher as ‘Asher’ and not ‘the son of Aryeh Lev’. Asher seems almost attracted to the store and is mesmerized by the metal glass showcase of oils and paints. When Asher steals the oils because he can’t afford them, Yudel starts nurturi... ...en’t for Jacob’s significant contribution by offering Asher help and criticism Asher would have never prospered as a great painter. Throughout the text â€Å"My name is Asher Lev† by Chaim Potok, minor characters of Jacob Kahn, the Rebbe, Uncle Yitzchok and Yudel Krinsky are central to our understanding of the text. Each character plays a significant part in the artistic progress of Asher Lev and allows him to reach a level of artistic talent at a young age. Their description and techniques used to describe them help the reader interpret the text thoroughly as they have an understanding of the type of character. Each minor character is as vital as the other as without one character Asher may not have been able to accomplish his great feats. Their contributions to Asher through either materials or advice are essential for Asher to establish himself as a great painter. Each character’s actions helping Asher succeed and also attributes to the tension created between themselves and Aryeh Lev which eventually results in the downfall of the Lev household. The minor characters are in essence the key to our understanding as each evaluates Asher’s feelings, emotions, and frustrations of art.