The Malayan Emergency Counter Insurgency Success

Autism Effect on Children

Autism Effect on Children Introduction Autism is a neurodevelopment condition that lowers several mental capabilities of individuals. Children suffering from autism have reduced social interaction skills and become slow learners.Advertising We will write a custom research paper sample on Autism Effect on Children specifically for you for only $16.05 $11/page Learn More Numerous cases of autism are reported all over the world, but people living with autism have become integrated well into the society due to the scientific advancements in medicine. Children suffering from autism not only get drugs that help to ease their condition, but they also learn how to interact with other people. It suffices to mention that children who have autism get opportunities for education, despite being slow learners (Mastropieri Scruggs, 2010). In some countries, they have special schools that have teachers who are skilled in teaching them. In other countries, the children are not separated from the oth er children in class. In the past, teaching other children together with children suffering from autism was a problem because the children with autism were perceived to be aloof (Scruggs, 2008). However, teachers have taken the initiative to understand autism and draft new and better ways of teaching children with autism. This paper will analyze how autism affects children and their social interactions from an academic point of view. Behaviors of Children with Autism It is crucial to understand the behavior of children with autism in the school set up in order to understand how autism affects children and their social interactions. Scruggs (2008) reveals that children with autism are usually perceived aloof because they do not interact with other children in the classroom.Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More In many instances, they are alone sitting in a corner and doin g their own things. An interruption or any attempt by other children to indulge in play with the affected child usually ends up in a disaster. Mastropieri and Scruggs (2010) argue that children with autism have a hard time associating with other children due to two main reasons. First, the children know that they are different from the rest. The difference is more pronounced in the older children compared to the younger ones. The second reason children with autism do not interact with other children freely is the fact that their condition gives them limited social interaction skills. Consequently, they do not feel comfortable being around other people. As Scruggs (2008) observes, many of the children with autism do not like to be touched and can get hysterical if it happens. It is also necessary to point out that children with autism do not care about the feelings and reactions of the other students. They rarely imitate the actions and reactions of the other students in the class. R esultantly, they are perceived to be mean and rude to the other students. Imitation of behavior is important in school because it gives children a predictable idea of what to do next (Scruggs, 2008). For example, if a child smiles at another child, it is very normal and expected that the other child will smile back. However, this is rarely the case with a child who has autism because of their limited social skills. In the same vein, such children shy away from such friendly gestures from the other kids. In turn, they lack the form of social interaction that is enjoyed by other children.Advertising We will write a custom research paper sample on Autism Effect on Children specifically for you for only $16.05 $11/page Learn More Poliakova and Palkhivala (2008) also add that children with autism mostly portray some characteristics that push the other children away, making it difficult for them to interact with the other kids. One such behavior is screaming. Scr uggs (2008) observes that children suffering from autism have a tendency to scream whenever they feel scared, mainly because most of them do not like to be touched. Other things that can trigger screaming include impatience and wanting their parents. The screaming is not only ear deafening, but it also scares the other children in the class away. In other words, the other pupils become scared of interacting with the child out of the fear that the child may start screaming. Another behavior exhibited by children with autism is the unwillingness to communicate, which limits their social interaction further. Meadan and Monda-Amaya (2008) argue that there are times when the child will refuse to talk. For instance, the child may refuse to respond to the teacher or fellow students. In the past, many teachers would relish such acts because the child would appear quiet and calm. However, recent studies show that the child feels vulnerable if he exhibits such behavior, which is portrayed in the form of tendency to refuse to talk. Many draw on their books, instead of interacting with the rest because the communication process is too complicated. It further hampers their academic and social development. The lack of proper social interaction makes it difficult for the child with autism to advance in their studies. As they grow up, they refuse to be paired with other children for assignments. They also fail to make friends who can help them with school work or just talk regarding everyday issues that may linger in their minds.Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Teachers act as the meeting point between the child who has autism and the other children in the classroom. It is up to the teacher to ensure that the child is comfortable enough to interact with the other kids. Improving the social skills of children with autism is not easy. However, it can be achieved through a series of behavior change models created by the teacher. Teachers’ Interventions As mentioned, teachers are the pivot of the relationship between the children who suffer from autism and the other children in the classroom. All the children, including those who have autism, know and trust the teacher. The child with autism will be more comfortable with a teacher they have known for a long time compared to the students in the class because they are many and may be newer to the child. The first thing a teacher can do to help a child with autism is to encourage the development of social skills. Scruggs (2008) argues that there are teachers who force children with autism to partner with the other kids on school assignments in order to get them to open up. Improving social skills can be achieved using a series of well-defined lessons on the same. For instance, the teacher can take time to help the child learn non-verbal cues. Nonverbal cues are the most important form of communication for a person suffering from autism (Mastropieri Scruggs, 2010). Understanding how space, time, and gestures affect other people can help the individual interact freely with other people. Understanding nonverbal cues can also assist the child when they do not want to talk. The second thing a teacher can do is to create an inclusive educational environment for the child (Santoli et al., 2008). It is true that children with autism have a hard time interacting with other children. It is also true that they cannot be forced to interact with the other children. However, shaping the classes to suit the child will help in keeping them calm enough to interact with the other kid s. If the child likes painting and drawing, then the teacher can first give every child drawing materials and leave them draw. The teacher can then pair the students to analyze and talk about their drawings. At this point, the teacher should pair with the child because they will prove calmer when with the teacher than another child. The child can then slowly start pairing up with the other children. It is crucial for the teacher to use an activity that the child enjoys the process of fitting into the school setting. In the same manner, the teacher can instill patience in the other students. It is easier for children to understand that a person is not feeling well and respect that. The teacher should encourage the other children not to make fun of the child who has autism and not to feel offended whenever the child becomes aloof. The positive reaction that the other kids give may encourage the child to open up. Teachers should also monitor the child and learn their responses (Scruggs , 2008). It is not enough for the teacher to just make sure that the child is feeling okay and calm. Instead, the teacher has to ensure that they monitor the behavior of the child. Monitoring will help the teacher find out some of the things that make the child irritated and aloof. Similarly, monitoring the child’s reaction will show the teacher what the child likes, which can then be incorporated into the class work to make learning easier for the child. Santoli et al. (2008) argue that not all children who have autism are slow learners. However, monitoring can help the teacher be in a position to decide the pace that is required for the child to understand the concepts that are taught in class. Particular attention in the sense of a special teacher should be provided for the students who are extremely slow. However, the teacher has to come up with a teaching model that will suit the pace of the child who has autism if the child is not very slow. Using the example of a child who likes to draw, the teacher can use drawings to teach. The other children will not have a problem using such customized learning activities, given that they have average learning speeds. Conclusion In conclusion, teaching children with autism does not have to be as difficult as it was a decade ago. Many teachers have the skills and tools that allow equip them to help these children fit in a typical class. One of the major things that make it difficult for the child who has autism to form relationships with the classmates is abnormal behavior. For instance, the child may scream and make the other children scared of interacting with the child. Teachers are encouraged to create an inclusive learning environment for the child to solve such problems. The teacher has to monitor the development and reactions of the child who has autism in order to establish a suitable environment. Additionally, the teacher has to draft suitable learning and teaching methods that target the development of social skills of the child who has autism, thereby improving the cognitive development of the child. References Mastropieri, M., Scruggs, T. (2010). The inclusive classroom: Strategies for effective differentiated instruction. Upper Saddle River, NJ: Pearson Meadan, H., Monda-Amaya, L. (2008). Collaboration to promote social competence for students with mild disabilities in the general classroom: a structure for providing social support. Intervention in School Clinic, 43(3), 158-167 Poliakova, N., Palkhivala, A. (2008). Social impairment in children with autism spectrum disorder. Canadian Council of Learning, 1(1), 50-51. Santoli, S., Sachs, J., Romey, E., McClurg, S. (2008). A successful formula for middle school inclusion: Collaboration, time, and administrative support. Research in Middle Level Education Online, 32(2), 1-13. Scruggs, A. (2008). Effective reading instruction strategies for students with significant cognitive disabilities. Electronic Journal for Inclusive E ducation, 2(3), 1-11

MSc Managing & Accounting for Financial Resources - Healthy Hearts Essay

MSc Managing & Accounting for Financial Resources - Healthy Hearts Cardiff case description - Essay Example The operating profit or the gross profit provides indication about the actual profit acquired by the business operation. (Berman, Knight, Case, 2006, p.66). The operating profits or the business profits have to be generated from the current assets or the operating assets. The main weakness that the new center has shown that it has somehow failed to utilize its currents assets to gain more operating profit.( â€Å"Year Book Australia, 2001 ) That is the reason why the operating profit as a percentage of sales is also very less. Also the operating profit of the Cardiff unit may be lesser as a percentage due to the fact that this unit has just started its business operation and is not in a position to utilize its asset base to the optimal level. The next key parameter considered is the operating profit by sales ratio. The difference comes to be 2.42. Here the result of the Cardiff unit is slightly less than the entire most profitable club. That means the center is not able to generate adequate amount of business profit or operating profit. It may be due to several reasons but the main factor that can be identified is that this center in particular operates with higher expenses than that of the average centers. Efficiency Ratio: After this ratio, the following few parameters are almost similar when compared to the overall most profitable club performance of Healthy Hearts. The difference between the sales to operating asset ratio is just 0.46, which indicates relatively better sales turnover ratio for the Cardiff unit. But next ratio shows some negativity as well. The expense to sales ratio is more in the case of Cardiff unit by 2.42. This means the unit makes more expenditure to generate the desired amount of sales figure. This is not always an encouraging sign for any business. Huge gap is also being noticed when sales as a percentage of the current assets are compared. The difference comes to around 8.70.

Solar power and alternative energy Essay Example | Topics and Well Written Essays - 250 words

Solar power and alternative energy - Essay Example ing of solar energy through concentrated solar power and photovoltaics has been instrumental in producing relatively reliable energy, while maintaining environmental safety. The use of solar panels at some point was tipped to be a next-generation project but the successes so far have been minimal. One major factor that has contributed to this situation is the fact that the installation cost of the solar panels has been expensive most especially for the majority of the average citizens. Secondly, the available installations have not lived to their billings as they have not been sufficient enough. However, solar energy can be made more sufficient but with high costs (Longman et al. 107). Comparatively, other sources of energy are cheap and more efficient than solar energy. This is possibly the reason why so many citizens shy away from incurring the exorbitant expenses of installing solar panels. Besides, its reliability can be severely tested as it depends a lot on the sunshine, which is often never present during winters and other extreme weather conditions (Mathew 141). Despite the bottlenecks, solar energy is environment friendly and can be enhanced through improved initiatives. Citizens should be empowered through campaigns and provisions of incentives. The negatives do not technically outweigh the advantages except for the fact that public perception has been severely deformed by the cost of installation. Besides, the government has done significantly little to make the use of solar energy more profound. There is no need for other sources of energy of solar energy can be maximally utilized (Buie, 570). Longman, Ryan J., Thomas W. Giambelluca, and Michael A. Nullet. "Use of a clear-day solar radiation model to homogenize solar radiation measurements in Hawai‘i." Solar Energy 91 (2013): 102-110. Print. Wald, M.L. Energy, the Environment and the Bottom Line: Using Solar Power to Extract Oil. 2011. Retrieved February 24, 2014, web

Consider the extent to which the theory of exchange rates explain the Essay

Consider the extent to which the theory of exchange rates explain the performance of the US$ in recent years - Essay Example Historically, the most common fixed exchange rate used to be gold standard, until 1850s where, one ounce of gold was taken as worth $20 (U.S dollars) and 4 pounds of sterling, leading to an exchange rate of $5 of every pound. On the other hand, an exchange rate is said to be flexible, variable or floating when two or more countries come into agreement of letting the international market forces govern the rate through the forces of demand and supply. In this case, the rate would vary with a country’s imports and exports. According to Marazzi, Mario & Sheets (2007) majority of the trade economies such as US, Europe, Japan and China takes place with variable and flexible exchange rates that vary within comparatively fixed limits. Therefore, there is a strong relationship between the US dollar rate of exchange and all the major foreign currencies with an exception of those from the developing countries. It should be taken into account that with respect to the US stock market, this correlation is equilibrium with all parties being significant to its sustenance. The key reason for this causal relationship is that every investor view U.S Dollar as a negative beta which should always be falling in value whenever there is an upsurge of the value of stock market and should be increasing in value whenever there is a decrease in value of the stock market. ... Bilateral rates provide the comparison of the rate of exchange of currency of a country with that of another currency of a different country. For instance, one sterling pound can exchange for $1.50. On the other hand, multilateral exchange rate is the worth of a currency compared to more than one currency, unlike bilateral rates that give the comparison of only two countries or nations’ currency. Economists and market analysts determine multi-lateral rates to decipher averagely what is taking place in the exchange rate arena. This is got through the adoption of an index that denotes variations in one currency as compared to a pool of other currencies. In the past few years, the US exchange rate has constantly made the US dollar to fall rapidly against other well-known currencies such as euro-zone currencies with the lowest limit being recorded in 2008. Exchange Rate Policy The exchange rate based on any country’s economy impacts either negatively or positively the aggre gate demand via its effects on imports, exports and the extent at which policy makers can exploit this correlation. Besides, Exchange Rates can be operated as a form of monetary policy for guiding the balance of trade of many nations. In ideal situation, rates should always be held down to stimulate and scale up exports with a view of lessening inflationary pressure rocking a country’s economy. While the Bank of America does not particularly target the exchange rate, the MPC would always focus on the trend of exchange rates. In essence, during times of inflation pressure, the MPC would prefer a comparatively elevated rate given that this would lessen the price of import commodities and services and also will always help in absorbing the

Ethical Impact of Knowledge

Ethical Impact of Knowledge â€Å"The possession of knowledge carries an ethical responsibility.† Evaluate this claim. Mahatma Gandhi, when asked by an adoring, adulating public, what he believed the greatest sins were, was prone to answer as simply and as quickly as possible. His answers varied, of course, depending on his audience, but in his last word to all of India, his autobiography, â€Å"The Story of My Experiments with Truth,† he characterized the greatest sin as â€Å"Knowledge without character.† Gandhi evidently believed that the possession of knowledge without the ability for action was perhaps the greatest sin man could commit. Of course, one must wonder a great number of things about the ethical responsibility that any wielder of knowledge is supposedly subject to. To begin with, the statement strongly implies the existence of an absolute ethical system, leaving no place for ethical relativism, a stance that leaves little room for debate on the varying ethical and moral standards that people of various different labels ascribe to themselves. Moreover, a rather interesting phenomenon that occurs in the academic world today is the existence of the foolish scholar; the man who harbors a veritable cornucopia of knowledge, but has little understanding of the practical aspects thereof, or of the use that other humans might put this knowledge to. The statement necessarily requires that this man be held responsible for any use or abuse of his research and knowledge, a thought that is not merely of obvious naivetà ©, but plainly unjust. What remains however, is the wilful and focused abuse and misuse of knowledge with the complete and total understanding of any ending that this misuse entails; this must, under any ethical system, be punished, but the question that remains is, which ethical system? How can one reconcile the idea of an ethically relativistic system and the demand of a universally absolutist system that the statement puts forth? Perhaps it is key to first reconcile the idea of an absolutist ethical system with the demands of the real world. W.T. Stace was a proponent of the same, arguing that only a single universal code of conduct could exist which was deemed morally correct. Kantian deontological ethics similarly stated that the only good action was the action that, when universalized, would have maximum moral effect, as demonstrated by the categorical imperative. Therefore, under Kantian ethical philosophy, we can state that as long as the principle of Universalizability is adhered to, an absolutist ethical system can exist, for it is then the non-adherents who are fundamentally flawed, and not the system itself, a position taken by Kant as well. Moral relativism cannot be well considered within the structure of the question, for to accept a morally relative system would cause, in itself, major issues within the foundations of ethicality. Moral relativism then leads towards existential nihilism, for to ac cept all ethical systems is akin to accepting none; No fundamental idea of right or wrong can exist, for right and wrong may well differ from individual to individual, and both are therefore abstract concepts with no real meaning or motive. Moral relativism within the scope of the question would render the question pointless, for no ethically relative system can assign ethical responsibility, the definition and nature of which will differ from system to system, person to person, and place to place. In the most idealistic and humanistic sense, perhaps ethical relativism is the only doctrine that can effectively promote universal acceptance, but in a practical, objective manner, ethical absolutism is the only possible form of moral systems which allows for the formation of laws, legal systems, and an ordered manner of living that does not give way to either Nihilism or Anarchy. Therefore, we establish the existence, at least in practicality, of an ethically absolutist system, and designate Kantian ideology, that of Deontological Ethics, as the ethical system to be considered within the scope of the question. Having established the kind of ethical system we are considering, we must now consider, in depth, the system of ethical responsibility itself. Knowledge has been argued to be akin to a tool. The common scythe is possibly the best analogy for the slightly less common tool of knowledge, for, like a scythe, knowledge can be used to either reap or sow crops or to kill and maim a person. The only difference, really, is the scale. Knowledge has long been considered a tool with no moral nature of itself. After all, one hardly blames the gun for going off, or, as in our comparison, commends the scythe for a bountiful harvest. The wielder of the gun and the farmer of the land; these are the men we attribute actions towards, and therefore, they are the ones deemed responsible for the use of their tools. However, with knowledge, and the possession thereof, things aren’t quite as straightforward. â€Å"I am become death, destroyer of worlds,† Robert Oppenheimer cried in anguish when he witnessed the Trinity Atom bomb test; a test he helped design and facilitate. The Natural Sciences are an area that is rife with ethical dilemmas. Consider the case of Oppenheimer himself, a man who helped design and invent the Atom bomb which was responsible for the death of thousands, the eradication of two who cities, and the disfigurement of millions of unborn children. Oppenheimer himself felt directly responsible for the chaos he had helped cause, but the question that arises is simple: Was he responsible for using his knowledge towards its inevitable end goal, and indeed, were any of the other scientists involved in the Manhattan project? Can blame for the Project itself be assigned so easily to the scientists commissioned? Under Kantian Deontological ethics, universalization of the subject leads one to question whether or not Knowledge needs to be shared at all. It is not a simpl e question of knowledge in Nuclear Physics, but of all knowledge, and the answer to this question is plainly positive. Knowledge needs to be shared so we, as humanity, can collectively move forward in a field that has implications around the world, a field which saves lives, improves living and, collectively, causes more good than ill. In the end, while there is a certain ethical responsibility involved with the possession of knowledge, hoarding knowledge and keeping it to oneself if plainly worse than the alternative: Sharing it and putting it to use. Consider, for example, Jonas Salke, the man who invented the Polio vaccine, and understanding the widepsread impact it would have, refused to patent it, essentially making the vaccine free. Under Kantian ethical systems, therefore, the sharing of knowledge is vital towards actual progress: The converse halts progress and forces every scientist to deal with the same bottlenecks and breakthroughs before any real research can take place. History is another AOK with a paramount ethical impact on the present and the future. Accepting, or alternatively, denying the past has consequences that shape the policies and attitudes of entire countries and races. Two comparative cases can be studied here: That of Germany and Turkey. Germany today is nation deeply repentant of its past sins and mistakes. Having accepted their deeds during the rule of the Nazi Party as being not only brutal, but downright horrific, Germany today has swung towards extreme sorrow and repentance, making it by and large illegal to deny the Holocaust and introducing an Amendment to their constitutional free speech which makes the Nazi party illegal. The Germans, a once nationalistic race, have disbanded their army, instead training a national police force. The knowledge of their sins has clearly had a deep and lasting impact on the Germany psyche. The Turks, on the other hand, vehemently deny the very existence of the Armenian Genocide of 1915. Turkish history books not only fail to mention it, but Turkish historians, well respected in other fields, are curiously silent, and often in denial, about the crimes of Turkey’s past. The Turkish government itself refuses to recognize the brutality of its actions against 1.5 million Armenians. Modern day pundits, however, state that there may be good reason for this. An acceptance of Turkish guilt will indubitably lead to civil war due to the extreme denial of Turkish society on the matter, leading to a forced change in the government. While the acceptance of past mistakes may be crucial towards building a bridge towards a better relationship with the Armenians, the acceptance of this past mistake could very well destabilize the Turkish regime permanently, a turn of events with dire results for the Western World were an extremist party, of which there are plenty, to come to powe r. The Turkish government itself cannot make reference to the Genocide, for to do so is possibly akin to sparking off a civil war which could cause the entire region to erupt. The question to be asked, therefore, is whether it is possible to deny past actions and yet live morally, or whether it is absolutely necessary to accept one’s past guilt before once can be absolved of blame. The ethical impact of the genocide is plain to see, but the fact remains that the Turkish government has an ethical responsibility first towards its citizens and then to the rest of the world. To spark of a civil war due to events that took place a century ago may very well be considered unethical and immoral, but yet, to deny outright such egregious events is not a morally sound stance either. In conclusion, the ethical impact of knowledge is certainly vast. To measure this impact is, by and large, impossible, but one can certainly gauge the effect that knowledge once made public would have. While the possession of knowledge always carries with it an ethical responsibility, it is difficult to discern the scope and extent of this responsibility, even in a Kantian ethical system. While knowledge in the natural sciences must almost always be shared, in other AOK’s, such as history, civil and geopolitical issues come into play, which would lead to ethical catastrophes perhaps bigger than those that they try to repair. In the end, the only constant is that knowledge, for better or worse, is a powerful tool that must not be underestimated.

Stonehenge :: essays research papers

Stonehenge   Ã‚  Ã‚  Ã‚  Ã‚  On the British Isles more than nine hundred stone rings exist. Most people prefer to call them rings rather than circles for the reason that only two percent of them are true circles. The other ninety eight percent of these structures are constructed in an elliptical shape. Stonehenge in itself is roughly circular. Most of these rings cannot be dated exactly, but it is known that they are from the Neolithic period.   Ã‚  Ã‚  Ã‚  Ã‚  In southern England the Neolithic period begins around the time of the first farming communities in 4000 B.C. to the time of the development of bronze technology around 2000 B.C., by that time the construction of major monuments was mostly over. Because of the scarcity of the archaeological record at the stone rings, any attempts to explain the functions of the structures are guesses. Most attempts tend to reflect the cultural relatedness of their times. Most people believe that these rings were constructed by a group of people called Druids.   Ã‚  Ã‚  Ã‚  Ã‚  This idea of Stonehenge being constructed by Druids has become deeply implanted in the uneducated minds of popular culture from tie seventeenth century to the present. It is common knowledge that the druids had nothing to do with these rings. The Druids flourished after about 300 B.C., more than 1500 years after the last stone rings were constructed. Even more, there is no evidence that suggests that the Druids even used these stone rings for ritual purposes. Any Druidic connection with the stone rings is purely hypothetical.   Ã‚  Ã‚  Ã‚  Ã‚  During the nineteenth and early twentieth century, prehistorians attributed Stonehenge and other stone rings to Egyptian and Mycenean travelers who were thought to have infused Europe and Bronze age culture. With the development of carbon 14 dating methods, the infusion-diffusion of British Neolithic history was abandoned and the megalithic monuments of Britain were shown to predate those in most other countries. While the carbon 14 method provided approximate dates for the stone rings it was no use explaining their function. Research by scholars outside the discipline of archaeology suggested a use different to that of rituals.   Ã‚  Ã‚  Ã‚  Ã‚  In the 1950s and 1960s, the Oxford University engineer Alexander Thom and the astronomer Gerald Hawkins pioneered the new field of archaeoastronomy-the study of the astronomies of ancient civilizations. Conducting precise surveys at various stone rings and other megalithic structures, Thom and Hawkins discovered many significant astronomical alignments among the stones. This evidence suggested that the stone rings were used as astronomical observatories. Moreover, the archaeoastronomers revealed the extraordinary mathematical sophistication and engineering abilities that the native British developed before either Egyptian or Mesopotamian cultures.