Proxemics Understanding Personal Space

Proxemics are the study of personal space, first introduced in 1963 by Edward Hall who was interested in studying the impact of individual personal space on non-verbal communication.  In the years since it has brought the attention of cultural anthropologists and others in the social sciences to the differences between different cultural groups and its impact on population density.   Promexics are also important for social interaction between individuals but are often difficult for individuals with disabilities to understand, especially for individuals with autism spectrum disorders.  Since how we feel about personal space is partly cultural (taught through constant interactions) and biological, since individuals will respond viscerally, it is often difficult for individuals with disabilities to understand this important part of the Hidden Curriculum, the set of social rules that are unspoken and often untaught but generally accepted as the standard of acceptable behavior. Typically developing individuals will actually experience anxiety in the amygdala, a portion of the brain which generates pleasure and anxiety.  Children with disabilities, especially autism spectrum disorders, often dont experience that anxiety, or their level of anxiety is high over any unusual or unexpected experience.  Those students need to learn when it is appropriate to feel anxious in another persons personal space. Teaching Proxemics or Personal Space Explicit Teaching:  Children with disabilities often need to be taught explicitly what personal space is.  You can do that by developing a metaphor, like the Magic Bubble or you can use a real hula hoop to define the space which we call personal space. Social stories and pictures can also help understand appropriate personal space.  You might stage and take pictures of your students in appropriate and inappropriate distances from another.  You might also ask the principal, another teacher and even a campus policeman to show examples of appropriate personal space, based on relationships and social roles (i.e., one does not enter the personal space of an authority figure.) You can demonstrate and model approaching personal space by having students approach you and use a noisemaker (clicker, bell, claxon) to signal when a student enters your personal space.  Then give them the same opportunity to be approached. Model, as well, appropriate ways to enter anothers personal space, either with a handshake, a high five, or a request for a hug. Practice:  Create games that will help your students understand personal space. Personal Bubble Game:  Give each student a hula hoop, and ask them to move about without overlapping anothers personal space.  Award every student 10 points, and have a judge take points away each time they enter anothers personal space without permission.  You can also award points to students who enter anothers personal space by asking appropriately. Safety Tag: Put several hula hoops on the floor and have one student be it.  If a child can get into a personal bubble without being tagged, they are safe.  In order to become the next person to be it, they need to get to the other side of the room (or a wall in the playground) first.  This way, they are paying attention to personal space as well as being willing to exit that comfort zone to be the next person who is it. Mother May I:  Take this old traditional game and make a personal space game out of it:  i.e. Mother, May I enter Johns personal space?  etc.

The Heroes Of Elephants From The Early Movies Of The Disney

Elephants seem to have a gigantic part in the modern culture. The wisdom of elephants as they get older is something that we see reflective in people. The calmness and strength of the elephant are virtues that many cultures would love to see as part of their own selves. One of the most famous among all elephants is Dumbo from the early movies of the Disney. Dumbo is an adorable elephant born to a circus mom. However, all of the other elephants and animals make fun of him due to his enormous flappy ears. On the bright side, Dumbo is able to overcome that problem and even learns to fly with his big ears. He teaches us the value of friendship and of finding good things within ourselves instead of just giving up. In reality, an elephant is†¦show more content†¦In order to preserve and increase the number of the elephants in Asia, these animals should be protected and reintroduced to the wild and their habitats must be restored and expanded. One of the greatest threats to Asian e lephants in Asia is the loss of habitat. Throughout the tropical regions of Asia, humans have cleared large areas of forest and river valleys for settlement (AMNH.org, par. 3). The World Wildlife Fund states that large industrial and development projects such as dams, tea and coffee plantations, roads, and railway lines have broken up what was once elephant habitats into small fragments (par. 1). This fragmentation process hinders the seasonal migration and breeding of the clan. In addition, habitat loss also affects the elephant’s diet. According to National Geographic, an adult elephant consumes up to 300 pounds of food every day (par. 5). â€Å"These hungry animals do not sleep much, and they roam over great distances while foraging for the large quantities of food they require to sustain their massive bodies,† (National Geographic, par. 6). Without having a big chunk of land for the elephants to graze and roam around, their lifestyles and well-being would be in dan ger. According to Choompol Ngampongsai, wild elephants in Thailand are mostly confined to small protected areas that are unable to support the complete home range of an entire

Practice Organic chem Midterm 1 Free Essays

This exam is designed to give you a small glimpse as to the format of the exams I write. The content of the exam has no direct correlation to the difficulty of the actual exam you will take. Use this exam as another problem set so you can get a little more practice in where multiple chapters are combined into one document. We will write a custom essay sample on Practice Organic chem Midterm 1 or any similar topic only for you Order Now It would greatly benefit you to try doing this exam first.That way, you will et a better idea as to how well you may be prepared for an actual CHM2510 exam. ) For each set of molecules below, circle the one that would undergo a solvolysis reaction more rapidly. 2) 2,2†²-azobis(2-methylpropionitrile) (AIBN) is a radical initiator that results in the formation of alkyl radicals that are then able to undergo propagation. Use arrows to point out the two bonds that are most likely to break in a radical initiation sequence. 3) Each of the following reactions will not proceed as written. Use no more than ifteen (15) words per response to explain why the reactions would fail under the given conditions. ) THF is readily soluble in water while a similar solvent molecule, diethyl ether, is completely insoluble in water. What major intermolecular force is responsible for such a solubility property? Why is this force more likely to participate with THF than with diethyl ether? 5) Predict the products for the following reactions. If more than one product can be made be sure to draw all of them. For problems labeled with ‘major’ and â⠂¬Ëœminor’ eaction products, be sure to draw the appropriate product(s) above the major/minor label. Inorganic byproducts and mechanisms are not required to be shown. 3 2 4 6) Provide the reagents for the following transformations. Be aware that more that more than one synthetic step may be required and there may be more than one route to synthesize each product. 7) Provide the mechanism for the following transformation. Be sure to include all intermediates, formal charges and arrows that depict electron movement. 8) Provide the mechanism for the following transformation. How to cite Practice Organic chem Midterm 1, Papers

Installation Art And Theatrical Experience Essay Example For Students

Installation Art And Theatrical Experience Essay Throughout Modernism, installation art has abandoned the confines of designated art spaces in an attempt to fuse art with life. As the role of the viewer and everyday life became increasingly important installation art became comparable to the theatrical environment. Audiences found themselves enveloped in sensations, memories, and narratives. Space and time reborn when Vladimir Tatlins Monument to the Third International was conceived in 1919 as a union of purely artistic forms (painting, sculpture and architecture) for a utilitarian purpose1. In 1917 Tatlin designed the interior of Moscows Cafe Pittoresque with Rodchenko and Yakulov, in which constructions on the walls and ceiling disturbed and fractured the solidity of the space. Futurists celebrated this death of Time and space2 and Constructivists like El Lissitzky extended the sculptural possibilities of the gallery space itself; exemplary in the hanging of his Prouns in Berlins 1923 Russian exhibition. This new approach to space in turn had a liberating effect on set design which concerned itself with deluding and involving its audience. Meyerholds productions presented to the spectator a new consciousness of space and making him participate in the action3. In the first performance of Famira Kafirel Exters scenography sought to construct its own environment by appealing to the spectators and inviting them to discover the autonomy of pure forms4. Contemporary set designers like Richard Wilson also manipulate space to the point of deception as shown in The life and Times of Joseph Stalin. This relates to Gregor Schneider and Richard Wilsons installation art which is interested in the relationship between appearance and construction and the function of architecture and the environment it creates. Gregor Schneiders Haus ur undermines its architectural foundations so that its occupant is aware that the space is false. Similarly, Richard Wilson illuminates the way in which self-contained spaces are taken for granted, most memorably in 20:50, a pool of oil, impossible to see through, and without any double reflections. In Elbow Room he employs a theatrical-style false perspective by giving the illusion that the floor runs through to the back wall of the gallery. Similar distortions of space are seen in Anish Kapoors The Healing of St Thomas (1989), Robert Gobers Drains (1990), Simon Ungers Post and Beam(1991), Arakawa/Madeline Ginss Reverse-Symmetry Transverse-Envelope Hall (1998) and in much of Dan Grahams work. Various movements at the beginning of the 20th century attempted to unify art and life which derived from Wagners ideal; the Gesamtkunstwerk. One of the initiators was Gropius, the head of the Bauhaus school, who asked fine artists to go into buildings, endow them with fairy tales and build in fantasy without regard to technical difficulty. 5 Likewise in the De Stijl movement, Van Doesberg insisted that the word Art no longer meant anything to them as it existed in the same domain as life. This concept recurred in 1957, with the forming of the Situationist International, led by Guy Debord who regarded art as inherent to everyday life rather than as an elite interest. This new ideal of art effected theatrical performance shown in the creation of The Moscow Art Theatre. Director Stanislavsky instigated Method acting and Naturalist theatre which abolished the lines between theatre and life, imagination and dreams. Simultaneously art became a spectacle, but without a stage a daily undertaking6 . In Oskar Schlemmers work, for example, he broke the narrow confines of the stage and extend the drama to include the building itself7 . Art as object to be addressed, had shifted to art as environment. It had become the product of an reaction between onlooker and stimuli. Lucy Lippard has famously termed this as ? the dematerialisation of the art object8. In 1967, Michael Frieds Art and Objectionhood implied that one could no longer straightforwardly perceive art as being somehow manifest in the objects before one. Experiencing Minimal art was, for Fried, an instance of theatre9 ; the meaning unfolded as a consequence of the spectators awareness of his or her relationship, psychological, physical and imaginative, to the object. .u848735ba34bcb69951042e01a9fabe04 , .u848735ba34bcb69951042e01a9fabe04 .postImageUrl , .u848735ba34bcb69951042e01a9fabe04 .centered-text-area { min-height: 80px; position: relative; } .u848735ba34bcb69951042e01a9fabe04 , .u848735ba34bcb69951042e01a9fabe04:hover , .u848735ba34bcb69951042e01a9fabe04:visited , .u848735ba34bcb69951042e01a9fabe04:active { border:0!important; } .u848735ba34bcb69951042e01a9fabe04 .clearfix:after { content: ""; display: table; clear: both; } .u848735ba34bcb69951042e01a9fabe04 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u848735ba34bcb69951042e01a9fabe04:active , .u848735ba34bcb69951042e01a9fabe04:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u848735ba34bcb69951042e01a9fabe04 .centered-text-area { width: 100%; position: relative ; } .u848735ba34bcb69951042e01a9fabe04 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u848735ba34bcb69951042e01a9fabe04 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u848735ba34bcb69951042e01a9fabe04 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u848735ba34bcb69951042e01a9fabe04:hover .ctaButton { background-color: #34495E!important; } .u848735ba34bcb69951042e01a9fabe04 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u848735ba34bcb69951042e01a9fabe04 .u848735ba34bcb69951042e01a9fabe04-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u848735ba34bcb69951042e01a9fabe04:after { content: ""; display: block; clear: both; } READ: Political Correctness: Essay PaperFredric Jameson named these experiences as material occasions for the viewing process10 In turn there was a growing sense that the viewer was important, and that arts meaning was actively produced in its reception or consumption as much as its production11 one which has always existed in the theatrical environment. . In the 1960s the Situationists created idea of psycho geography which studies ones passage through a number of different city quarters in order to observe their varying effect. The audiences viewing experience could no longer be overlooked by the artist. So John Cages Happening (New York, 1952) involved a number of participants artists, musicians, poets and dancers ? doing what they do12 in front of an audience that was spread among four differently orientated blocks of seats. The audience were left to construct their own path through the various elements bombarding them and construct the meaning of what was going on before them. Written in 1952, 433 his silent piece13 equally depends on its audience; as they create the sound to be heard. Claes Oldenburg was also involved in early Happenings, followed by Jim Dines 1960 Car Crash performance and the work of Allan Kaprow. Today we see a similar engagement with audience reaction in the work of Mike Kelly. Take Activity Projective Reconstruction no. 1 (A Domestic Scene) which is concerned with the way in which society finds it hard to tolerate or come to terms with unorthodox views and lifestyles. This theatrical pedigree recalls Kurt Schwitters Merzbau and Johannes Baaders Das Grosse Plasto-Dio-Dada-Drama ? Deutschlands Grosse und Untergang, from the 1920s. The spectator temporally experiences being in the space and so the art work depends on the impulses of the social encounter. Exemplary in this respect is Mary Kellys Post-Partum Document, which examines the relationship between the artist and her son during the first five years of his life. Additionally, Vito Acconci used the gallery as a place where the art actually occurred By making choice, then, I was shifting my concentration from art-doing to art-experiencing. This is seen in Bill Violas description of his Room for St. John of the Cross (1983) or The Sleep Reason (1988): We all get dreams like this every once in a while throughout life. What is interesting is that their vividness is not really about visual clarity or detail-it is a fidelity of experience, of being. The total sensation of what it is like to really be there fills our body These are the real images. 14 Installation arts skirmishing with a sense of theatre and life led to the belief by many such as John Cage that it is what were really living in; art had grown out of its own ideal realm into that larger dream world of reality15 . During the 1960s this idea led to the development in installation and performance was the wish to address economic and political realities through an unsettling of the certainties of the art world16 as they are addressed in the theatre. For example Robert Smithsons Partially Buried Woodshed and Texas Overflow are metaphors for the kind of mental deliberations demanded by the fragmented world. Joseph Kosuth uses installation art to deliberate upon the complexities of representation in our culture. It is above all, the narration and performance that links installation art and theatre. In recent years Mike Nelson has become known as a maker of the observed17 he brings to life narratives by taking his spectator on a extensive journey. In the same way Paul Carter creates alternative realities, which take the viewer from the bedroom to the ends of the universe and beyond18 . The line between performance art and installation is smudged by Joseph Beuys to Matthew Barney (Field Dressing or Transsexuals, 1991), to Gail Pickering (Pradal, 2004). .ue7d523639b5e2f53ad496ff39052d733 , .ue7d523639b5e2f53ad496ff39052d733 .postImageUrl , .ue7d523639b5e2f53ad496ff39052d733 .centered-text-area { min-height: 80px; position: relative; } .ue7d523639b5e2f53ad496ff39052d733 , .ue7d523639b5e2f53ad496ff39052d733:hover , .ue7d523639b5e2f53ad496ff39052d733:visited , .ue7d523639b5e2f53ad496ff39052d733:active { border:0!important; } .ue7d523639b5e2f53ad496ff39052d733 .clearfix:after { content: ""; display: table; clear: both; } .ue7d523639b5e2f53ad496ff39052d733 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ue7d523639b5e2f53ad496ff39052d733:active , .ue7d523639b5e2f53ad496ff39052d733:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ue7d523639b5e2f53ad496ff39052d733 .centered-text-area { width: 100%; position: relative ; } .ue7d523639b5e2f53ad496ff39052d733 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ue7d523639b5e2f53ad496ff39052d733 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ue7d523639b5e2f53ad496ff39052d733 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ue7d523639b5e2f53ad496ff39052d733:hover .ctaButton { background-color: #34495E!important; } .ue7d523639b5e2f53ad496ff39052d733 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ue7d523639b5e2f53ad496ff39052d733 .ue7d523639b5e2f53ad496ff39052d733-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ue7d523639b5e2f53ad496ff39052d733:after { content: ""; display: block; clear: both; } READ: The Philosophy Of Truth Making You Free EssayThe collective quality of theatre has merged into performance groups, providing a supportive and stimulating basis. Station House Opera combined theatre and art in The Bastille Dames of 1989, whilst the Danish group, Hotel Pro-Forma, composed of artists, musicians, architects and scientists, produces works that combine installation and performance (Facte Arte Fact, 1991). Richard Wilson too sometimes works with Anne Bean and Paul Burwell, of The Bow Gameelan Ensemble, who use industrial detritus as instruments to produce sounds and as a source of carnivalesque spectacle.

POETRY- Good Friday (Am I a stone and not a sheep) Flashcard

POETRY- Good Friday (Am I a stone and not a sheep)

The Cloning War Moral or Immoral essays

The Cloning War Moral or Immoral essays Outside the lab where the cloning had actually taken place, most of us thought it could never happen. Oh we would say that perhaps at some point in the distant future, cloning might become feasible through the use of sophisticated biotechnologies far beyond those available to us now. But what we really believed, deep in our hearts, was that this was one biological feat we could never master. With every revolution, there must be conflict. When the great thinkers of the past decided the earth was round, or that the planets revolved around the sun, their revolution caused excommunication. When Americans rebelled against the mother country, their revolution caused a war. However, if not for the great thinkers, the revolutionists, and the science explorers, everyone would be sailing off the edge of the planet, believing to be scientific fact that Earth was the center of the universe, and America would be under steady oppression from Europe. On February 23, 1997, Doctor Ian Wilmut successfully cloned the worlds first mammal, giving the world a harsh wake-up call to the state of its technology. The implications of an effective somatic cell nuclear transfer in mammals are tremendous. The use of cloning for research purposes could yield fixes for aging and heart problems; new organs for patients in need of transplants; increased reliability of plastic, reconstructive, and cosmetic surgery; the extinction of Downs syndrome and Tay-Sachs disease; and the cure for cancer (Human). The applications of the research of cell development are already witnessed in the invention of fabricated skin, cartilage, bone, and ligament and tendons. In fact, cloning is only a result of many years of research. In 1965, Dr. Marshall R. Urist of the University of California discovered that powdered bone, when combined with the isolated bone morphogenetic proteins and DNA sequences, would create new bone when placed in a bone fracture (&quo t...

Reflection On Therapeutic Interaction Essay Example | Topics and Well Written Essays - 1250 words

Reflection On Therapeutic Interaction - Essay Example This includes silence, enthusiasm, and touch. Touch can imply different things and is therefore, referred to as a silent language of nonverbal behavior. It is the most affectionate way of remitting warmth. An example where touch worked was when patients were anxious or impatient I would give them a warm hug or hold their hands and talk to them. Not many patients who are usually comfortable with touch and this made me learn to respect boundaries when dealing with every patient. I could also use silence as a communication skill. This could give the patient and I time to reflect on future occurrences in the patient's care. When offering therapeutic therapy nurses are required to maintain professionalism and boundaries when dealing with patients. This is because while interacting with these patients nurses like other people can become emotionally attached to patients, and this is not a good show of the therapeutic relationship. I had to be highly confidential with the patient as some of them could give extremely vulnerable information due to their health situation. In order for this therapy to work well on the patient then there needs to be trust and confidentiality. This would work whenever a patient is extremely vulnerable, and it will help improve his/her health if the trust is there. Whenever I was needed somewhere, and I was with a patient, I would assure the patient that I would come back and if I was tied down I would send a colleague to assure the patient that I was going to come back.... It is the most affectionate way of remitting warmth. An example where touch worked was when patients were anxious or impatient I would give them a warm hug or hold their hands and talk to them. Not many patients who are usually comfortable with touch, and this made me learn to respect boundaries when dealing with every patient. I could also use silence as a communication skill. This could give the patient and I time to reflect on future occurrences in the patient's care. When offering therapeutic therapy nurses are required to maintain professionalism and boundaries when dealing with patients. This is because while interacting with these patients nurses like other people can become emotionally attached to patients, and this is not a good show of the therapeutic relationship. I had to be highly confidential with the patient as some of them could give extremely vulnerable information due to their health situation. In order for this therapy to work well on the patient then there needs t o be trust and confidentiality. This would work whenever a patient is extremely vulnerable, and it will help improve his/her health if the trust is there. Whenever I was needed somewhere, and I was with a patient, I would assure the patient that I would come back and if I was tied down I would send a colleague to assure the patient that I was going to come back. This would keep the patients’ trust in me and would enable the therapy to continue working. Empathy is one trait that a nurse is required to have in order to use therapeutic therapy in treating his/her patients. A nurse should show empathy by reflecting back to the ordeals, and past experiences he/she has had to motivate a

Strategic Human Resource Management Essay Example | Topics and Well Written Essays - 2500 words - 3

Strategic Human Resource Management - Essay Example The discussion provides recommendations on how organizations should align their strategies to achieve excellence. Competitive advantage and Life cycle models explore the link between the set business strategy and the policies and practices within the human resource department. Comparing and contrasting lifecycle model and competitive advantage is essential in terms of their similarities and differences with respect to HRM. Competitive advantage model includes differentiation as a way of achieve unique feature that can be of valued to the buyers. The resources that give a firm a competitive advantage should have value. Life cycle model encompasses all the relevant stages demonstrate the growth or maturity stage of a firm. For the HRM to have a gain competitive advantage, the policies and practices must be in keeping with the development stage in the life cycle model (Rees and Smith, 2014). The viability of human resource depends on how well the differentiated products are in tandem with the industry demands (Johnson, Scholes, and Whittington, 2002). Therefore, competitive advantage and life-cycle models help to shape the HRM policies and practices in response to industry demands in different life cycle stages. Competitive advantage and life cycle models cannot be applied in isolation. A mature organization requires cost leadership and differentiation to survive in the industry. The viability of a firm to sustain competitive advantage stems from attaining maturity. Boxall and Purcell (2011) argue that a firm may set out to be the best in the industry by focusing on cost and product differentiation but it must have reached the maturity stage to position itself well in the market. The organization must be mindful of the lifecycle stages to initiate a change in the tactics used to approach the market. The HRM practices are geared towards reducing competition and offering products that are cost effective for all customers (Marchington and Wilkinson,

The Historical Evolution of Oncology and Oncology Nursing Research Paper

The Historical Evolution of Oncology and Oncology Nursing - Research Paper Example The Historical Evolution of Oncology and Oncology Nursing As long as there are humans, there is also the occurrence of cancer. Cancer is controlled by many factors: among these is the presence of cancer-initiating genes or oncogenes; and cancer-inhibiting genes or cancer suppressor genes, both of which are normally present in the human genome (Johnson & Gross, 1998). As early as the Paleolithic period, perhaps even earlier than that, some human remains were studied and found out that there were possible identified traces of cancer that protrude as excessive outgrowths in the skull or other bones of the body. Some 2,400 years ago, samples of these tumor growths were present in some Egyptian and Peruvian mummies and were identified as osteosarcomas or a form of bone cancer (Wagener, 2009). Due to the loss of the capability of these cancer cells to stop dividing after reaching a certain mass and cell thickness is reached (density-dependent growth), tumor cells keep on regenerating, divi ding and multiplying until a disorganized clump of cells are formed, which results in the masses of tissue that need to be treated in order to prevent the recurrence of other cancerous cells in other parts of the body (Johnson & Gross, 1998). Since bone is much more easily preserved due to its mineral contents, cancerous and malignant growths in ancient bone samples were much more easily obtained and identified for further analyses (Wagener, 2009). Hippocrates was one of the first to initiate the study of oncology. Although it has barely any scientific bases with regards to the formation and the development of tumor growth, most of the terms being used today in oncology were from his initial descriptions of the different types of masses present in the afflicted patient (Wagener, 2009). The Greek word for tumor is â€Å"oncos†, which is the root word origin for oncology, â€Å"scirrhos† or hard for tumors that felt hard when palpated, and â€Å"carcinos†, or crab as the root word for carcinoma, which were used by Hippocrates as well as his successors in the identification of the different kinds of cancer in patients. Unfortunately, during the early times most of those afflicted by cancer were women, and due to the disfigurement that the malignant tumors cause, instead of getting treatment these women chose to hide their pains, silencing their chances of getting better and just suffering in secret (ibid.). During the establishment of medical schools in the medieval times, post-mortem examinations of patients with different diseases as well as medical autopsies were undertaken to further track down the effects of diseases to the human body (Wagener, 2009). There were also resurfacings of the ancient texts with regards to the diseases of the body, as well as on how to remove them. Galen, whose works were also derived from the findings of Hippocrates, began as the source of ideas in the field of oncology. However, the causes of cancer still all uded most medical experts during this time, and there was no correlation between the hard and enlarged lumps in the armpits of patients and breast cancer. It was only known at that time that cancer was caused by secretions of toxins formed within the body that eventually causes death (ibid.). Only around the early 1700-1800’

SWOT analysis for Vodafone PLC

SWOT analysis for Vodafone PLC Vodafone has created a very good Brand Image in the Customers Perception, Vodafone has its services around the world and It is listed in the worlds top 500 Brands and ranked 183 in the year 2006 and is published in Barron and also ranked 86th place in the worlds 100 largest companies and the ranking of Vodafone came down to number 10 in the year 2010 for the top 100 brands listed and that is published by Millward Brown. According to Brand Finances A Global Brand Survey done in the year 2010 Vodafone is ranked the 7th Most Valuable Brand. Best in Class Technology:- Vodafone is equipped with the most advance Infrastructural Network round the globe which helps Vodafone deliver the most unsurpassed quality of communication. There are over 200.000 base stations for the wireless signal Transmission and the network traffic is around 700 billion minutes and over 90 pet bytes of data per year, and the peak download speed is around 28.8 Mbps. This is ultimately serving the Vodafones customers to best services in the market. Vodafone came up with a new Service in the year 2010 named as Vodafone 360 which is an excellent service for the customers who are wanting to be connected everywhere and this particular service is perfect for customers who want to access the latest information available on the internet by keeping their contacts in that. Vodafone 360 is connected to the latest updates from the popular social networking sites, such as Face book, Msn and skype, so Vodafone 360 users can stay update from their Friends and latest news. Vodafone was the First operator to Provide DRM- Free Bundles and has the largest Digital music Subscriptions In Europe where are over 500,000 Customers. Global presence and diversification revenue Vodafone has expanded its business in different parts of the world like Europe, Middle East, Africa, Asia Pacific and the United States through the companys subsidiary undertakings and the investments as of FY2010, and Vodafone is the one best Worlds Leading International Mobile Telecommunications company. Vodafone has partners in more than 40 Countries and has the equity interests over 30 countries; Vodafone has a very good prominent market share in most countries around the world including Europe, The Middle East, Africa, Asia pacific and the United States and Vodafone also has a diversified revenue base for instance in FY2010. Vodafone has its largest geographical market and Germany Contributed 18% of the Total Geographic Revenue. And Italy is the second best revenue generator for Vodafone ie: 13.5% and Spain with 12.7% and United Kingdom with 11.2% of share and Vodacom with 10% followed by India 7% in FY2010, The groups other Africa and Central Europe, and other Asia pacific and middle east operations accounted for 12, 8 and 7.5 percentage respectively. This in turn led Vodafone to be the largest mobile telecommunications operators. Prominent market position At the end of 2009, Vodafone has a sizeable market share in the European region with Italy, Romania Germany Spain and UK at 33.5, 33.1, 32, 31.2 and 23.4 percentages. Whereas, the market share in the eastern European country of Turkey is at 24.5%. It is has a truly international customer base of 347 million registered customers as of 30th June 2009. A sizeable portion of it comes from India where it has the largest and growing clientele. It is estimated that by 2010 Vodafones Indian customer base has the capability to grow up to 111million by the end of 2010 from the present 32 million subscribers. Vodafone subscribers and 85,000 employees have given it a market capitalization of  £80.2 billion as of August 2010 and global mobile market share of 7%. Weakness Mobile phone radiation It is said that the exposure of RF fields from the cell phone towers has dangerous health hazards. Some research studies suggest that excessive cell phone usage could lead to cancer. This belief, however, remains a debatable issue. The local health authorities and the World Health Organization agree there is no evidence on the same. The damage though has already been done. It is a problem faced by all telecom operators. Government authorities in some countries have already taken precautionary measure by limiting cell phone usage in school and colleges, since pupils are more sensitive to RF fields. To a certain degree, the cell phone radiation concern reduces the quantity of demand since a segment of the market will have minimum usage. Legal Proceedings Concerned over allegations of cell phone radiation that will dent telecom industries revenues, operators like Vodafone and Verizon wireless have filed lawsuits against groups alleging various health consequences as a result of mobile usage. Health risks have not been substantiated however, there is no guarantee that the actual or perceived risks of RF exposure will not impair Vodafones ability to retain or attract new subscribers, or reduce mobile usage or result in future litigation. The litigation may further affect Vodafones operations adversely than that of other telecom operators since Vodafones strategic focus is on mobile telecommunications. Opportunities Increasing customers and emerging markets There has been a 20% growth in the telecom industry in the last three years with a 4.7 billion subscribers. Emerging markets like India, China, Turkey and South Africa have been improving performance with increasing revenue which contributes to the market share. In emerging markets mobile penetration is around 50% as compared to European market. Developing countries are expected to deliver faster GDP with little alternative fixed line infrastructure. Turkey in the fourth year had revenue growing 31.3%. Vodafone Indias revenue increased by 14.7%. Other Asia pacific regions and middle east service revenue increased by 9.8%. Mobile Transfer Service Mobile money transfer service is a value added service that provided through existing infrastructure with the help of other financial enterprises. It is a growing business with enormous opportunities especially when mobile customers are growing exponentially with an expected penetration of 5.4 billion by 2015. In the coming years mobile money transfer system will become Vodafones important source of income. 4G Introduction 4G is all about improved high speed data transmission. The superior ultra-broad band will improved internet connectivity and therefore better live streaming experience. Vodafone again will be using its own infrastructure to launch 4G. Growth of mobile advertising The increasing trend of mobile phone users, has led the industry to believe that the global mobile advertising market is expected to grow at a compounded annual growth rate of about 40% until 2014. This has been primarily because of the new handsets that are compatible and improved internet connectivity. In 2008 Vodafone ran several hundred campaigns for global brands. A year later, mobile advertising was devoted to 18 operating markets. This potential market will be a major growth area for telecom players. Threats Legal Risks Vodafones groups revenue comes from emerging or developing countries since they have majority of its customers in such markets. In emerging markets however, political, regulatory, economic and legal systems are less predictable. This environment makes Vodafones investments vulnerable and any legal developments are beyond the control of the group. There is also the likelihood of not having achieved any returns in these markets. Increasing Competition The exponential growth of new customers has been due to increased competition. The fierce competition has also led to declines in tariffs for mobile services and is expected to decrease further thereby causing drop in revenue. Competition has also led increase in subsidies for handsets. Licensing is also another concern that the telecom industry faces which may also lead to competition. Delayed Technology One of the hallmarks of Vodafones success has been the innovative technologies which are provided by vendors. The group makes significant expenditure towards setting up new infrastructure for improved communications. These technologies however, do not guarantee that the common standards of specification will be achieved. The technologies are developed according to anticipated schedules that will perform to the expectations of the vendor or their commercial importance. The poor performance from any vendor could result in additional expenditure or reduced profitability. Adverse Macroeconomic conditions Poor economic conditions may lead to reduced spending by customers. They may purchase lower priced products and services from a competitor. Externalities like recession or global economic deterioration will only delay the purchasing necessity of the customer. Adverse macroeconomic conditions will only affect Vodafones sales income. References http://www.vodafone.com/static/annual_report10/business/customers.html http://zprcnet.wwwwang.com/content/20103/1080835.shtml http://www.vodafone.com/start/investor_relations/vodafone_at_a_glance0.html http://en.wikipedia.org/wiki/Vodafone http://lawyers-law.com/indian-court-upholds-big-tax-bill-against-vodafone/ Jobber, D. (2007) 5th edn. Principles and Practice of Marketing. Berkshire: McGraw-Hill Education

F. Scott Fitzgeralds Short Story, Winter Dreams Essay -- F. Scott Fit

F. Scott Fitzgerald’s Short Story, â€Å"Winter Dreams† In F. Scott Fitzgerald’s short story, â€Å"Winter Dreams,† ambitious, â€Å"desirous† Dexter stands at the threshold between admiring â€Å"glittering things† and finding out that the â€Å"glittering things† he admires fade away sooner or later. Dexter‘s character throughout this short story, changes in many ways, from being unaware of what he really wanted in life to being aware of what he actually became.   Ã‚  Ã‚  Ã‚  Ã‚  Dexter in the story started off as a very young boy who worked as a caddy at a golf course. There he met Miss Jones for the very first time. Judy Jones was a beautiful, young woman who came from a glittery family, but was also very cunning with her â€Å"preposterous smile† . Dexter was very â€Å"neurasthenic† when it came to being with Miss Jones. In the beginning Dexter would be very shy but would always want to talk to her. She was the â€Å"no end of misery to a great number of men.†   Ã‚  Ã‚  Ã‚  Ã‚  As time elapses in the story, Dexter becomes an independent man but still thinks of Judy. He becomes much older and begins running laundry businesses. He became a man that people would call â€Å"Now there’s a boy.† Even though the people who knew him would say that about him, he still didn’t feel that â€Å"tremendous superiority.† He felt â€Å"mundane† as if he really had not achieved anything. What Dexter felt was â€Å"sinuous†. What he needed was a companion with whom he can listen to â€Å"Chin-Chin and The Count of Luxemburg and the Chocolate Soldier,† and he thought it ...

Peer Assessment Essay

Introduction This paper discusses the implementation of peer assessment strategy that I carried out in a primary school in Dar es Salaam during my practicum. It consists of a background, rationale, the implementation process and conclusion. The challenges encountered and their possible solutions on how to overcome them.. Background Black and William (1998) define assessment as all those activities undertaken by teachers, and students in assessing themselves, which provide information to be used as feedback to modify the teaching and learning activities in which they are engaged. There are two major types of assessment, formative assessment and summative assessment. And thus, Peer assessment is one of the forms of formative assessment. Besides, Higher Education Academy- UK, (2006) is an alternative form of assessment in which learners are given the opportunity to measure and evaluate each other’s compliments of the specified learning outcomes. It is used to involve students more closely in their learning and its evaluation and enable them to really understand what is required of them. (Phil et al 2006) This is a form of formative assessment which teachers can use in class assignments, tests, presentations, project based work and practical tasks. These tasks can be performed by learners either in pairs, by multiple assessors’ or in groups. It is where learners consider and specify the level, value or quality of a product or performance of other equal status learners (Topping, 2008). This therefore means that learners are able to learn better because they assess their peers work and give appropriate feedback which helps them to improve their own work. It also leads to a number of benefits in terms of the learning process for instance encouraging thinking, increasing learning and increasing students’ confidence Gardner (2006), students find it easier to make sense of criteria for their work if they examine other student’s work alongside their own. It is uniquely valuable because the interchange is in language that students themselves would naturally use, because they learn by taking roles of teachers and examiners of others (Saddler, 1998) Rationale. Eckstein and Noah (1992) argue that teachers teach to the test therefore leaving out some non-examinable but important skills set out in the curriculum. This is evident because most schools in the developing world concentrate on exams which is summative assessment and because of the backwash of this type of assessment, it impedes rather than promote social justice by locking many young people out of the education system, (Cunningham 1998). This summative assessment limits potential in enhancing teaching and learning which makes learners not to get prompt feedback to help them improve on their performance (Brooks, 2002). PA saves the teachers’ time because it takes a shorter time to mark and grade assignments using it than when a teacher marks all the books. This gives the teacher ample time to prepare for other lessons. By using PA, the teacher is able to give feedback to the pupils in a littler time than when the teacher uses traditional method of marking. PA was introduced with an intention to encourage students to take responsibility for their learning. It makes them feel valued because their suggestions are put into account. According to Irons (2008) PA encourages dialogue between the teacher and learners themselves as they negotiate the best assessment criteria when making a rubric to evaluate their work. This makes students really understand what is required of them. Phil Race et al, asserts that students learn deeply when they have a sense of ownership of the agenda and if PA is done using the students design, there tends to be a sense of ownership of the criteria used than when they apply the tutors’ criteria. Furthermore, PA allows students to learn from each other’s successes. In some instances students notice that the work they are assessing is better than their own efforts, therefore they can benefit from the work of the most able in the group. Similarly, it helps students to learn from each other’s weaknesses too. When they discover mistakes in their peers work, it is usually good for them as the awareness of ‘what not to do’ increases and therefore refrain from making the same mistake. (Phil et al 2006) Development My practicum was in a primary school in Dar es Salaam city. I was allocated standard seven to teach English. Standard 7A is rather a large class with a roll of fifty three pupils. Boys were twenty eight while girls were twenty five. All were present. This was a double English lesson of forty minutes each. The Topic was Comprehension, Sub-topic; The library; Lenders and Borrowers. My main objectives were; by the end of the lesson, pupils should be able to read, understand, formulate questions, discuss and be able to evaluate their peers work using a rubric. I made a detailed lesson plan showing the teachers and learners activities. My teaching and learning resources were standard seven text books, dictionaries, flash cards with new words written on them, pictures of a library. The lesson started at 8. 00am to 9. 20am. Implementation I introduced the lesson with a vocabulary song as a brainstorming activity that was led by one of the pupils. I explained what I expected of them throughout the lesson, then used the self-selecting method to form groups of six and told them to choose a leader. We went through the guidelines that they would follow in their discussion groups. The passage had six paragraphs so I gave each group a paragraph. The learners read the passage as they listened to one another, noted down difficult or new words, and then generated three questions from their assigned paragraph. I assisted to organise the groups and how they would present. One member quickly read their paragraph as the rest of the class listened, other members gave new words that they came across and the three questions they had formulated. As they presented their findings I was writing on the blackboard the new words they had encountered, and the questions they had constructed. Together we discussed meanings of these words as pupils tried using them in sentences and checking them out in the dictionary. I noted that discussions were being led in Kiswahili though it was an English lesson. Cummins in McKay (2008) and Ellis stated that the first language (L1) is important because sometimes learners first think in it to make meaning in English. However, the discussion was very lively and everybody tried to participate. It also concurred with Goetz (2002) that different views from learners influence the direction of a lesson creating new learning experiences for both the teacher and the learner. As a class, we discussed the questions on the blackboard then I asked them to write the work in their exercise books, collect and put them on the teachers table. Together we discussed and made a marking criterion on the blackboard. I asked the class prefect to distribute the books to the learners making sure that one did not mark his or her own book. They carefully used the rubric to mark their peers work, then returned them to the owners to check and in case of any complains i moderated and explained to their satisfaction. Finally I gave each a foolscap and asked them to write down what they felt about the new method of assessment. This exercise was mainly to analyze the learners’ reflections and to evaluate myself as a teacher. Challenges My first challenge was the English teacher assigned to me was not co-operative. He was not willing to hand over a candidate class to me. I made him understand that my input would be beneficial to his professional development and the students’ grades. During group work, some learners took it for story telling time. I had a rough time controlling the noise and putting them back to focus. The chosen group leaders helped me have order in the groups and ensured participation of all members. Code switching was common as I related with the learners and as they interacted in their discussion groups. It was a challenge because they did not have the confidence to express themselves. Very few picked courage and participated in English. The rest when picked upon would request to speak in Kiswahili. I encouraged them to have confidence and to continue speaking in English because practice makes perfect. The learning environment was not very conducive. The floor was dusty and had pot holes. This was likely to cause health problems and injury. Due to the large class, desks were not enough. Learners shared four or five per desk  which was quite uncomfortable. I advised the administration to discuss the matter with stakeholders so that the class would be repaired and desks added. This class did not have any teaching learning materials on the walls. They only had text books which were inadequate in a ratio of 1:5. Sharing was a problem because not all could access them. I advised the teacher that teaching and learning aids helped students to construct knowledge for themselves and develop effective learning strategies, thus laying a solid foundation for life-long learning. I also urged him to improvise teaching aids by using locally available materials for example, carton boxes to write on vocabularies and sentence structures and hang on the walls. I realized that peer assessment can be time consuming if practiced in a large class. Grouping learners, discussions, presentations and awarding marks consumed a lot of time which affected the next lesson. Since the school had extra classrooms, I encouraged him to create an extra stream and transfer some learners from 7A and 7B to the new stream if learners were to benefit from this kind of assessment. This is because a class of fifty three was too large putting into consideration the slow learners and learners with special needs who needed special attention. Conclusion Peer assessment had good impact on the teaching learning process where the learners and I jointly got involved in the assessment process hence owning the entire peer assessment procedures integrated in the lesson. This resulted into meaningful learning where feedback was instant. However, there were some challenges which we jointly addressed with the learners. For PA to be successful, meaningful procedures have to be put in place. References Black, P. &William. (1998). Assessment and classroom learning: Assessment in education,principles, policy and practice in Irons, A. (2008). Enhancing learning through formative assessment and feedback. London: Routledge. Cunning,G. K. (1998). Assessment in the classroom: constructing and interpreting tests. London: RoutledgeFalmer. Irons, A. (2008). Enhancing learning through formative assessment and feedback. London: Routledge. Race, P. , Brown, S. &Smith. (2006). 500 Tips on assessment (2nd edition). London: Routledge. Shepherdson, D.

Short story coursework Essay Example

Short story coursework Essay Example Short story coursework Essay Short story coursework Essay Samantha Geller had just finished her shift at the hospital and was getting ready to leave. Her sister had told her to get to her house at 8.30 promptly and wouldnt be at all happy even if she was even five minutes late. Sam! A man was running after her down the corridor. It was Dave. He was one of the staff working in the emergency department. A man has just arrived in the emergency area, he fell of a two story car park and is unconscious. Could you come and help out, were a bit short of staff at the moment. Sam looked at her watch, it was already 8 oclock. If she didnt go now she would never get to her sisters by half eight. Alright but itll have to be quick, Im supposed to be somewhere in half an hour. Sam sighed Aww thanks Sam. Dave said in a relieved tone, Come on! After Samantha had finally finished in the hospital she headed to her car quickly before anyone else could stop her. Damn she thought to herself, it was already 8.30. Samantha drove as fast as she could missing nearly every red light on her way. Suddenly her phone started ringing. That probably Annie she said to her self. Hello Sam its 8:40, where are you Her sister asked her furiously. Im sorry, there was an emergency and I had to help out. Dont worry Im not that far away. Annie sighed Everybodys waiting for you; you know if you didnt exist none of us would be here so please hurry. Annie exclaimed. Im sorry, look dont worry Im nearly there o.k., Sam apologised to her sister. Welldont be too late ok, HANNAH GET AWAY FROM THE OVEN! Darling I have to go now. Samantha was so preoccupied with her phone call she didnt realize she had gone into the opposite lane and- CRASH! * * * Matt was sitting on his couch in front of the television. He had just moved into this new apartment and was settling in well. He had to move out of his last two apartments in the last month and didnt want to move again, especially as this was one of the best ones he had found. RING RING Hello Matt answered down the phone. Help me the voice replied. It was whispering but sounded very rough as if it would soon die away. Who is it Matt asked the mysterious person. Help me the voice repeated once more. Matt put the phone down, he did not think it was anything serious but just some immature kids messing around. Matt was normally a very easy going man but since his wife had past away he couldnt face anything properly anymore. The dark circles around his eyes and his scruffy hair definitely showed how badly he was coping with the whole thing. By the next day Matt had completely forgotten about the phone call and did not give it any second thought. He carried on is day as usual, which for him was eating sleeping at mostly watching TV. After having a shower Matt wrapped a towel around him and stepped out of the bathtub. The mirror in the bathroom was all steamed up so he wiped it with his towel to clear it. As he wiped the left side of the mirror he saw a woman. She was standing behind next to the towel rail. The women was covered in bruises all over her face and had a deep cut on the right side of her head which had blood dripping out of it. She was crying. Help me she said. Matt recognised the voice, it was the same as the one on the phone. Matt was so frightened he couldnt get himself to even move. The sight of her was so horrific it looked impossible for her to be alive at all. Please, help me she said again. Matt assured himself that he was just having hallucinations because of the enormous amount of alcohol he had been drinking. He quickly turned his head around to face the impossible women but she had disappeared into thin air. He looked back into the mirror but he could only see his own reflection. The next day Matt was still thinking about his incident in the bathroom. The more he thought about it the more it lead him to believe it was real, which made things even worse for him. Matt realised he couldnt cope with it on his own so he decided to tell one of his close friends. So youre hallucinating? Gavin asked him mockingly. His friend wasnt taking his problem as seriously as Matt thought it was. Look I dont think it was a hallucination, I think it was real you know a spirit or something. Matt told him uneasily. It didnt feel very comfortable telling Gavin now that he was actually there. Matt you know theres no such thing as ghosts or spirits, I mean how could you even think like that. I think all that beer is making you mad Gavin laughed. This made Matt fill with sadness, if his own friend didnt believe him than who would? He would have to sort his problem out on his own. Great he thought sarcastically to himself. * * * It happened last week I think. I was driving to my sisters house from work and I was in a hurry because I was late. I dont remember exactly what happened I just remember seeing a bright white light, after that everythings completely blank. Samantha explained to Matt sadly. It was last Saturday when Matt had seen the so called ghost again. Had brought himself together bravely and decided to talk to her. After talking for quite a while he had found out quite a lot about her. Her name was Samantha Geller and she was, or used to be a doctor and not surprisingly was most likely to be dead. Matt felt very relieved after talking to Samantha. Secretly inside he felt quite happy having someone to talk to that wouldnt think he was mad for believing in spirits. Matt had promised Samantha that he would help her move on to where she is meant to be right now. Though this was mainly because he didnt wanted to be haunted by some stranger for the rest of his life. From then on Samantha followed Matt everywhere he went. You would think the cuts and bruises on her face was enough to make anyone you mad but surprisingly they had started to fade away gradually and by the end of the week they had completely disappeared. Making Matts situation a whole lot easier. * * * It was 1:30 in the afternoon and Matt was in Tescos buying something for his lunch. Samantha was now so used to being around Matt that she even went to work with him. Partly to enjoy peoples reactions when they saw Matt supposedly talking to himself. Matt was looking at the ready meals and was just about to reach for one when someone quickly grabbed it before him. He looked up to see who had been so desperate to get to the packet first. To his horror and shock he saw something that seemed impossible yet it was real. AAAAAAAHHHHH Matt screamed as if he had just seen a ghost for the first time. Look Im sorry if you want it that much here take it. The women said to him passing him the packet. Matt was so shocked and confused he couldnt even get himself to move. He finally looked around to see that everybody was pointing and staring at him. He looked around for Samantha but couldnt her anywhere so decided to go home avoiding all the people who were staring at him. When Matt got home he saw Samantha was already there, she was sitting on the bed staring out of the window. Sam, you saw the woman it was you wasnt it. She looked exactly like you its impossible, Matt stuttered still recovering from his shock. He hadnt had time to react properly at the time but seemed to have calmed to a lot since then. I know, I dont get it that was me I know it. The clothes and everything, shes wearing exactly the same as me now but Im dead and shes not, Samantha replied, she just as confused as Matt was. But had taken it in easier that him considering the fact that the woman had looked like Samantha not Matt. * * * Thats it, it all makes sense now. It was so obvious how could I not have realised, Matt exclaimed excitedly. What is it tell me Samantha asked her face glowing up happily. Theres no time to explain, I need your address quick! Matt demanded impatiently Matt was rushing around getting all his things together and would say a word of his plan. He got into his BMW and drove straight to Samanthas house. On the other hand Samantha was just running around trying to keep up with him with no idea of what was happening but was exited all the same. When they got to her house it was empty which to Matt was apparently a bad thing. Where did you work? Matt asked Samantha Erinsburgh park hospital, why? Samantha replied getting annoyed at Matts sudden change of behaviour. Come on we need to get there quickly Matt said ignoring her question. There she is I can see her, they had been looking around for quite a while when Matt finally spotted the person he was looking for. It was Samantha. Funnily both Samanthas were wearing exactly same clothes and all. Somehow to Matt this all made sense, he always looked like the clever kind Samantha thought to herself. * * * Samantha! Matt shouted after her. The woman turned around and looked confused as she saw Matt calling her. Hey youre that weird guy from Tescos. Look Im sorry about what happened there ok its over now lets just forget it ever happened Samantha said trying to reason with him. Matt just laughed at her reaction. Im not here because of that. Its something more important than that, so I was wondering if I could just talk to you for a few minutes Matt asked hoping she would say yes. Fine, but I only have 10 minutes so make it quick she sighed though she was curious to know what it was all about. What?! Your mad, get out of here! Samantha exclaimed Matt had just told her about her spirit but she didnt take it as easily as Matt had hoped. I swear its true, Ill prove it to you, Matt said although he wasnt sure how he was going to. Tell her you know about Zac the ghost Samantha whispered to him although there was no need for her to seeing as only Matt could see or hear her. I know about you and Zac Matt said as Samantha had told him to. WHAT! Nobody knows about that, how did you find out? she demanded angrily. I swear Im telling the truth if youll just listen to me Matt pleaded Go on then, she replied I cant believe this, she muttered quietly after under her breath, but loud enough for Matt to hear her. In about three hours your going to have a car crash but if you do what I tell you we can stop it from happening he said to her anxiously waiting for her reaction. She shook her head and then said Get out of my sight! Youre a mad man and should be locked up! Samantha screamed. She picked up a mop that was leaning on the wall next to her and threatened Matt with it. Matt decided it was time to back out and quickly ran out of her sight. He didnt want to take any risks. Is that it then, youre just going to let her die? Samantha the spirit asked him sadly What else can I do, I tried my best, Matt replied hopelessly. But then something made Matt want to go and save her and thats exactly what he did. It wasnt too late there was still about an hour left until she would get into her car and die. He didnt go to try and stop her again because he knew it wouldnt work. He decided to try something else, he phoned in to the hospital and told them there had been a big accident on the main road. The hospital would surely call in more staff wouldnt they? Matt and Samantha then hid and waited in the corridor where the real Samantha would come through before she went home. It was now exactly 8:00; Samantha came rushing through the corridor. They then waited a minute before following her to see if Dave from the emergency department would call her. He did. Sam! the ghost Samantha looked amazed at what was going on, it was like someone was showing her a video of her life. On the other hand Matt was feeling frustrated. Dave was not supposed to come he had ruined his plan. There was nothing Matt could do but wait for her to come back. At 8:30 she was back in the corridor racing to the lifts, Matt didnt know what he should do. He didnt try and stop her because that would just make her even later and she would drive even faster then. So they followed her all the way to her car and quickly got into Matts car and kept on following her. She was going so fast it was impossible to keep up with her This is it, when she goes through this next red light she is going to crash Samantha informed him anxiously. He wasnt even sure what he was going to do but just carried on following. They could soon see the traffic lights, they were only a few meters away from it. As they saw the other Samantha whiz passed them Matt started beeping his horn. Many people started shouting at him out of annoyance and tried to block his way but he was too fast for them. In the car in front of them Samantha was just about to get of the phone when- BANG. She had bumped hard into the car in front her. She put her phone down and tried to get out of the way but there was too much traffic. Everybody had stopped at the red light so she had to wait with them. While waiting she saw a big white truck going past her. A horrific scene came to her mind as she looked at it, it showed her having a car crash. Like Matt had told her that day at the hospital, he had been telling the truth all along and if the person in front of her hadnt stopped her she would have been dead by now. Tears came to her eyes as she thought about everything he had told her. He said he knew a ghost, her ghost. Samantha decided that she would not mention any of her incidents to anyone. As she got to her sisters drive way she looked surprisingly at it. The car that had saved her from the accident was parked in front of it and there was a man standing next to the car, a very familiar man. It was Matt. Why did you save me, Samantha asked Matt after getting out her car. Because I love her, she came to me for help and she made me happy, Matt replied but shes gone now, she disappeared at the time when I saved you. Matt eyes were gleaming with sadness of his loss. Im her, she hasnt disappeared. Shes in me, Samantha told him. She had just discovered that the man in front of her had saved her life and was not going to let him just completely walk out of her life. I can feel all the feelings that she had for you, andI love you, Samantha said shyly walking up to him. She held his hand tight and smiled at him. Come inside, Im I was meant to be here at eight thirty and now it is nine oclock. My sister is going to kill me, they both laughed. They walked quietly in to Annies house holding each other tight, knowing they had a great life ahead of them.

Bmw International Marketing Essays

Bmw International Marketing Essays Bmw International Marketing Essay Bmw International Marketing Essay The BMW Group has been very successful in achieving international status. There are three brands within the entire BMW group: BMW, MINI, and Rolls-Royce Motor Cars. The entire group is committed to providing high quality with all of its products as well as its services. There have been many defining moments in the History of the BMW group. The group was founded in 1916, and was originally called Bayerische Flugzeug-Werke (BFW), standing for Bavarian Aircraft Works. In 1917 the company was renamed Bayerische Moteren Werke (BMW), standing for Bavarian Motor Works. The company constructed a plant in Munich and built engines for military aircraft there until 1918. BMW established plants over Germany that eventually underwent rapid expansion for the volume production of aircraft engines. In 1939, the BMW company took over Brandenburgische Motorenwerke, based in Berlin, Germany. After WWII, the Munich plant had many serious damages from the air raids. In 1945, the US military government issued orders that the plant in Munich had to be dismantled. This caused BMW to lose control over its assets for at least four years, in other locations, even longer. In 1948, the first volume-production motorcycle was sold in another country, and by 1950, motorcycles were already being exported. By 1967, The BMW Munich plat was no longer the largest plant in the world. Dingolfing took over the title after Munich reached its capacity. In 1972, a BMW importer in South Africa seemed to be having issues with potentially facing bankruptcy. The Board of Management then set up a factory in South Africa which became the first production plant outside Germany. BMW gradually took over sales from all of its key markets with importers, starting with France. This was set up to protect profits, as well as to help grow European integration. In 1977, Berlin had a new BMW factory built, and six years later they opened their doors for manufacturing car components as well as motorcycles. BMW decided to build a car plant in the USA in 1992 which therefore branded themselves as a global company. The production of the Z3 roadster was opened in 1994 in Spartanburg, South Carolina. This vehicle was exported all over the world from Spartanburg and eventually the location extended production facilities for the BMW X5. In 1994, BMW purchased the British-based Rover group which contains the brands Rover, Land Rover, MINI and MG. Later, in 1998, Rolls-Royce was acquired by BMW from Volkswagen. The BMW group did not have the rights to vehicle factory until 2003. From 2000 onwards, the Rover group ad lost almost half of their revenue and the costs of restructuring the company had been quite expensive. The BMW Group sold Rover and MG for ten pounds, and later sold Land Rover. The MINI brand is currently still retained by the BMW Group. The entire group has been focused in the international car market since the 2000s, and has their sights set firmly on the premium sector. The company’s objective is clearly defined as â€Å"The BMW Group is the leading provider or premium product s and premium services for individual mobility. †

The Sverdlovsk Antrax Epidemic Research Paper Example | Topics and Well Written Essays - 1250 words

The Sverdlovsk Antrax Epidemic - Research Paper Example The CIA, which had satellite photographs of the military base of Sverdlovsk suggested that there was a laboratory facility in the military base. Soviet emigrants and dissidents had also heard about the death of people in the city’s southern part and ascribed these deaths to hazardous clouds emanating from the military base. The US therefore strongly believed that an explosion at Sverdlovsk’s main military base had spread lethal anthrax spores over the city, leading to the death of hundreds of people (Guillemin, 2002). The Soviets however rebutted any action regarding biological weapons and at various international conferences, they tried proving their tainted meat story. They also refused to refusal to permit researchers get into Sverdlovsk for investigations. As a restricted military area, Sverdlovsk was off-limits to foreigners (Pbs.org, 1995 and Wampler & Blanton, 2001). Western inspectors to this day have not been permitted to visit this military facility (Pbs.org, 1995). Approximately five thousand people got exposure to the aerosol. Roughly, three thousand workers were present in the ceramics factory on April 2, and eighteen of them passed away. This event’s attack rate has been estimated at two percent. Of the victims, two-thirds were men, with the median age being forty-five. Though they were definitely exposed, no children or young people were affected – the youngest victim being a 24-year-old kindergarten teacher who was suffering from tuberculosis (Guillemin, 2002).

Speech Essay Example | Topics and Well Written Essays - 500 words - 7

Speech - Essay Example It is the character that made mother Teresa famous during her time and even many years after she died. She left a mark that has not faded. Nobody has been equated to her, and she is the reason as to why her life is celebrated by all people who appreciate helping others. There are many worshipers and followers of Christ in the world. However, not many are remembered for their faith. Mother Teresa stands as a beacon of light since all her deeds were Godly. She has not been associated with any sin, and no critics have been raised against her. She was able to live a humble life and help other people despite not being rich. Her message was proclaimed through her actions unlike most believers who do it by word of mouth. She always emphasized that rich and poor are equal, and they all deserve attention and help. She always taught people around her how to love and care for the needy. â€Å"Love is not measurable by money or anything material† was her main message each time she spoke to people (Spink 198). Accomplishing her mission was not easy. She was subject to criticism and struggles were her way of life. The unsupportive society did not stop her from achieving what she was destined to achieve. She was not discriminative, and she believed that offering a helping hand what her main reason for living. It is surprising that she loved all the people that she came across. She would not take a meal while someone within her proximity slept hungry. Her firm foundation in faith and love kept her sailing and rising above the odds. Despite being a Christian, she helped everyone regardless of their religion, beliefs or race. She always said that judging other people formed a barrier to extending support. She offered her help to anyone who needed it. She was not rich and did not have enough support for all people. However, she ensured that the people she encountered felt loved and

What Is Morality Why Should Society Be Moral At All Essay

What Is Morality Why Should Society Be Moral At All - Essay Example ‘Society’ is ‘a large group of people who live together in an organized way, making decisions about how to do things and sharing the work that needs to be done’. It is interesting to note that the lexical definitions of the words ‘morality’ and ‘society’ begin not with the definite article (the) but with the indefinite article (a). It goes on to imply the limitations of their specificity. In other words, any discussion on an issue like morality is inherently bound to be highly subjective in nature and any effort to arrive at objective conclusions is utterly futile. But this could mean that there are at least some issues which allow total objectivity and that becomes a disputable statement if we consider Nietzsche’s observation that there is no such thing as an objective point of view, which means objectivity itself is a subjective matter. [â€Å"There is only a perspective seeing, only a perspective 'knowing'; and the more e motions we express over a thing, the more eyes, different eyes, we train on the same thing, the more complete will be our idea of that thing, our 'objectivity'.† (Nietzsche, 153)] ... Not only in the production processes but also in the themes of films do we notice an ever-increasing obsession with technology if we take a careful look at the recent part of Hollywood’s journey from Spielberg’s Raiders of the Lost Ark to Cameroon’s Avatar. Even at this point of time, if humankind still continues to ponder over issues like morality and if there are still some directors interested in throwing light on how ‘sometimes good people do evil things’ (as the advertising tag of Sam Raimi’s 1998 film A Simple Plan reads) and if Michael Sandel’s discourse on justice has the potential to draw such huge crowds that it is rated among the most popular courses in Harvard’s history, it deserves careful consideration. It is a testimony to the fact that science’s takeover bid for the world does not mean a decline of our interest in morals and morality. The fundamental goal of a code of morality is to exercise control on the aspirations and deeds of individuals and groups. It is expected to be a deterrent. More than a century ago, W. W. Jacobs wrote the story The Monkey’s Paw (which opens with the caution: Be careful what you wish for. It might come true.) in which he skillfully embeds a very useful message in a seemingly horror story as to how our anxiety for quick or undeserving gains could have fatal consequences. It is this anxiety that prompts good people sometimes to do evil things. Thus, Sam Raimi’s A Simple Plan is more or less on the same lines as Jacob’s story. Capitalism, war, crime and corruption are all rooted in the desire to make a profit even if it is at the expense of someone else’s loss and if there is a code that could make everyone realize that prosperity is

Describe the Expected Pattern of Children Essay Example for Free

Describe the Expected Pattern of Children Essay Gradually develops ability to hold up own head. Makes movements with arms and legs which gradually become more controlled. Rolls over from front to back, from back to front. When lying on tummy becomes able to lift first head and then chest, supporting self with forearms and then straight arms. Watches and explores hands and feet, e. g. when lying on back lifts legs into vertical position and grasps feet. Reaches out for, touches and begins to hold objects. Explores objects with mouth, often picking up an object and holding it to the mouth. Enjoys the company of others and seeks contact with others from birth. Gazes at faces and copies facial movements. e. g. sticking out tongue, opening mouth and widening eyes. Responds when talked to, for example, moves arms and legs, changes facial expression, moves body and makes mouth movements. Recognises and is most responsive to main carer’s voice: face brightens, activity increases when familiar carer appears. Responds to what carer is paying attention to, e. g. following their gaze. Likes cuddles and being held: calms, snuggles in, smiles, gazes at carer’s face or strokes carer’s skin. Turns toward a familiar sound then locates range of sounds with accuracy. Listens to, distinguishes and responds to intonations and sounds of voices. Quietens or alerts to the sound of speech. Looks intently at a person talking, but stops responding if speaker turns away. Listens to familiar sounds, words, or finger plays. 1 – 2 years Walks alone and stands on tiptoe Climbs on furniture and begins to run Builds a tower of six or more blocks Empties objects from a container Becomes aware of his or her identity as a separate individual May become defiant Becomes interested in playing with other children Separation anxiety begins to fade Speaks about 50 words Links two words together Uses some adjectives (big, happy) Speaks clearly enough for parents to understand some of the words Begins to play make-believe Begins to sort objects by shape and colour Scribbles Finds hidden objects 2 – 3 years Walks up and down stairs, alternating feet Kicks, climbs, runs and pedals a tricycle Builds a tower of nine or more blocks Manipulates small objects and turns book pages one at a time Imitates parents and playmates Takes turns Expresses affection openly Easily separates from parents Speaks 250 to 500 or more words Speaks in three-and four-word sentences Uses pronouns (I, you, we, they) and some plurals States first name Asks why questions Correctly names some colours Copies a circle Understands the concepts of same and different 3 – 4 years Stands on one foot for at least five seconds Throws ball overhand, kicks ball forward and catches bounced ball most of the time Dresses and undresses Uses scissors Cooperates with playmates Tries to solve problems May have a best friend Becomes more independent Answers simple questions Speaks in complete sentences Uses prepositions (under, beside, in front) Speaks clearly enough for strangers to understand Becomes involved in more complex imaginary play Prints some capital letters Draws a person with two to four body parts Understands the concepts of morning, afternoon and night 4 – 5 years Stands on one foot for at least 10 seconds Hops, swings and somersaults May learn to ride a bike and swim Brushes own teeth and cares for other personal needs Wants to be like friends Follows rules Understands gender Wants to do things alone Understands rhyming Uses compound and complex sentences Uses future tense States full name and address Uses imagination to create stories Correctly counts 10 or more objects Copies a triangle and other geometric patterns Understands the concepts of time and sequential order. 6 years Jumps over rope 25cm high Learning to skip with rope Tie own shoes Eager for fresh experiences More demanding and stubborn, less sociable Joining a ‘gang’ maybe important May be quarrelsome with friends Needs to succeed as failing too often leads to poor self esteem Reading skills developing well Drawings more precise and detailed Figure may be drawn if profile Can describe how one object differs from another Mathematical skills developing, may use symbols instead of concrete objects May write independently years Hand-eye coordination is well developed Has good balance Can execute simple gymnastic movements, such as somersaults Skills constantly improving More dexterity and precision in all areas Desires to be perfect and is quite self-critical Worries more; may have low self-confidence Tends to complain; has strong emotional reactions Understands the difference between right and wrong Takes direction well; needs punishment only rarely Avoids and withdraws from adults Is a better loser and less likely to place blame Waits for her turn in activities Starts to feel guilt and shame Read independently and with increasing fluency longer and less familiar texts Spell with increasing accuracy and confidence, drawing on word recognition and knowledge of word structure, and spelling patterns including common inflections and use of double letters Moving towards abstract thought Draw together ideas and information from across a whole text, using simple signposts in the text Read whole books on their own, choosing and justifying selections Engage with books through exploring and enacting interpretation 8 -12 years Movements well coordinated Physical skills improving Takes part in team games Drawings become more complex Friendship becomes more important Independence increasing More understand to self Concentration improves Able to read fluently May think scientifically Able to play complex games such as chess 12 – 19 years Hormonal changes Puberty Skin changes Growth spurts Body hair develops Girl; menstruates; breasts develop, hips broaden Boy; facial hair develops; voice deepens, growth of penis and testes Skills develops depending on interest and practice, for example play a musical instrument Adolescents start to think about the future and if motivated will use all their intellectual ability to achieve their educational goals

Greece :: Greece History Geography Greek Essays

Greece Greece†¦most people think that Greece is just a vacation paradise, but to its inhabitants, they might not think the same because how hard it is to live there. Greece, located between 41.8  ° N and 35  °N, 19.8  ° E and 28.2  ° E, is the country I am going to inform you about. The country of Greece has no other name besides just â€Å"Greece.† There are some different technical names that Greece can be associated with. The conventional long form that you can call Greece is the â€Å"Hellenic Republic,† while the short form is â€Å"Greece.† The long form in Greek is â€Å"Elliniki Dhimokratia† and the short form is â€Å"Ellas.† The former country name is â€Å"Kingdom of Greece.† Greece’s capital is the largest and most populated ancient Athens and is situated in Central Greece at approximately 38 ° N 23.7 ° E. Athens is now known as one of the safest and most affordable cities in the world and is also the world-renowned home for the ancient Acropolis- (acro: edge, polis: city), the home of the statues of the gods and goddesses like Zeus and Athena. The majestic statue marvels are no longer in the Acropolis, but in local museums because of the threat of pollution. The city of Athens has become Greece’s largest center for industry as well as an urban center.   Ã‚  Ã‚  Ã‚  Ã‚  Greece shares many boundaries with other countries, as well as borders with the seas. The bordering countries are Albania to the northwest, Macedonia to the north, Bulgaria to the north, Turkey to the northeast, and The Former Yugoslav Republic of Macedonia to the north. The bordering seas are the Mediterranean Sea, the Ionian Sea to the west, and the Aegean Sea to the east. The Mediterranean Sea serves as a quick route to the major trade routes and the Red and Black Seas.   Ã‚  Ã‚  Ã‚  Ã‚  The country of Greece is actually not that small of a country. It occupies a comparative statistic in area to the American State of Alabama. It may be considered very similar in area to Alabama, but it occupies a water area many times more than that of Alabama’s with 1,140 sq. miles. The land area occupied by Greece is approximately 130,800 sq. miles, including the Greek mainland and all the Greek islands, large and small. The total area of Greece’s land and water area is 131,940 sq. miles.   Ã‚  Ã‚  Ã‚  Ã‚  The population of Greece compared to the population of America’s is extremely minute with a total population of about 10,662,138, based on a July, 1998 estimate.

Existentialism :: essays research papers

Existentialism has been defined as a philosophical movement or tendency, emphasizing individual existence, freedom and choice that influences many diverse writers in the 19th and 20th centuries. The philosophical term existentialism came from Jean Paul Sartre, a French philosopher. He combined the theories of a select few German philosophers, the phenomenology of Edmund Husserl, the metaphysics of G.W.F. Hegel and Martin Heidegger, and the social theory of Karl Marx. This philosophy became a worldwide movement. One phenomenon of this theory is its proliferation. Since its creation it has remained a part of contemporary thought. One explanation for this is its applicability to contemporary life and society. It focuses on the utter existence of man itself. According to Sartre, a true existentialist believes there is no God and thus man becomes alone with only ourselves as a guide to making the decisions that define our existence. Our existence not only defines, but also must be defined. Subjectivism provides this definition. Subjectivity refers to the radical freedom to choose with or without a God, but also that this radical freedom becomes a responsibility to use or not use. Another definition, provided by Webster’s dictionary defines existentialism as a philosophical movement especially of the 20th century that stresses the individual position as self determining agent responsible for his or her own choices. It becomes very clear through the definitions provided, that existentialism focuses on two things, the individual and choice. Breaking apart the word itself, you come up with another word, exist, to have actual being, and also existent, which is to have existence. The suffix –ism denotes and action or practice. A minimal definition of existentialism might be, an individual practicing his or her right to make choices for him/herself, not communally, during their existence. The acceptance of responsibility for the decisions made must also be a part of this practice since making choices comes with the implication of responsibility. This way of thinking is similar to the teachings of Socrates and his theory of objective reality.

Autism Awareness

Autism Awareness Angi Reid Sisk ESE Instructor Pillar October 24, 2011 Autism Awareness Autism is a disability that affects thousands of children today. The causes are yet to be known but there are many theories floating around as to how children develop this disorder. More importantly than how they have gotten the diagnosis, is what can be done do to help them thrive in their educational environment. Many of these children are staring school and are faced with an entirely new set of challenges other than adjusting to life in a home setting.There are many common characteristics that children with autism exhibit; educators must be aware of these traits and understand the best way to deal with them and other needs required by the students due to this disability. It is vital to be knowledgeable in the best teaching strategies and have access to support services and aids available to give children with this disorder the tools needed to achieve success along with their non-disabled peers. Autism has six distinct characteristics that involve students with the disability, (Turnbull and Wehmeyer, 2009).Several characteristics accompany students with autism that can drastically impact their progression in a general classroom environment. One common characteristic that children on the autism spectrum face is difficulty with speech. Children with autism are likely to develop speech more slowly than other children. In some children they may never start talking and with others they could develop speech and then lose it suddenly or over a period of time. Students with autism may experience the lack of social language skills; they can also exhibit lack of eye contact and unusual facial expressions.These deficiencies are not done intentionally, but because students with autism have an inability to communicate on the same level as their other peers, (Brittish Columbia; Ministry of Education, 2000). For the students who have developed speech it can differ in other ways such as o dd pitch tones or repetitive speech patterns. In the past studies were done and showed that only about fifty percent of individuals with autism would acquire full use of complete accomplished speech, (Turnbull and Wehmeyer, 2009).Today those statistics have drastically increased and show that with appropriate therapy including help from speech pathologists and other trained educators; the number of individuals that increase effective speech has grown to eighty five to ninety percent especially with early intervention. Speech therapists can help children with severe language impairments develop great communication skills and give them the needed skills to better communicate with their peers, (Powers, 2000). Social development is another common characteristic that students with autism share.Many find this characteristic to be the most alarming trait that children with autism share. Social interaction between autistic students and their classmates and teacher can be extremely difficult . This often occurs because these students may not have the ability to socialize well with others and could also exhibit other attributes like poor eye contact and can be resistive to comforting from others including their parents. Autistic students have difficulty understanding the feelings of others and how to distinguish that those feelings are separate from their own.They also have a hard time being empathetic and understanding the needs of their classmates and instructors, (Turnbull and Wehmeyer, 2009). Commonly children with autism can have a hard time establishing relationships in school settings because they tend to interact with others awkwardly and in a rigid manner, British Colombia: Ministry of Education, 2000). Most children with autism do not begin exhibiting the strong lack in social interaction until around the age of two years, (Powers, 2000).The progression that children make socially depends widely on their cognitive development; children who are less cognitively impaired ten to react better in social situations. Repetitive or stereotypical behavior is very common and can range from motor movements to repeated verbalizations. Autistic children can have very powerful interests and preferences that may be quite different from other students in their classroom. Sometimes distress can be caused accidentally by disrupting a student’s routine, (Powers, 2000).Unfortunately these behaviors can have a large impact on students learning process and the way that they handle themselves in a classroom. Situations or happenings that can seem insignificant to us can throw them completely off and impede their quality of learning. One reason for this is because students with autism can be insistent with routines being the same and can have obsessions with certain objects or belongings, (Turnbull and Wehmeyer, 2009). On many occasions autistic students will have a hard time with transition from their house to the school environment because of the urgenc y for the structured routine that they thrive on at home.This characteristic can display stereotyped behaviors such as lining up toys or objects or repetitive flapping of their bodies or toys. Students with autism also have challenges with sensory and movement behavior. Children with these issues can react very differently to their peers and various situations in the classroom. Children facing sensory problems may not respond the same to environmental stimuli. They may not have a reaction to something that is hot in the same way that a child without sensory problems would react.On the other hand they could over respond to the stimulant, (Autism Society of North Carolina, 2009). This characteristic could also cause students to exhibit hypersensitivity to light or certain taste, smells, or how objects feel, (Turnbull and Wehmeyer, 2009). Sensory issues can cause problems with intervention and teachers should always be aware of the risks that therapy can bring to students due to sensor y differences, (Volkmar and Weisner, 2009). Environmental stimuli can be very disturbing and even painful at time for children with autism.This can apply to limited types of sensory input or all forms of it; this can be caused by a disorder with the child’s sensory processing, An individual’s tactile system which includes the skin and brain allows a person to perceive and respond in the right manner to experiences in the environment, for example staying away from fire or snuggling up with pleasure in a cozy throw blanket. When autistic students have problems or disturbances in their tactile systems they may do the opposite. They may withdraw from trying to be comforted or from affection; this is called tactile defensive.These responses are a result of a tactile misconception and can lead to other behavioral problems. (British Colombia: Ministry of Education, 2000). Problem behaviors is a commonly shared by autistic children. This can be aggression toward oneself or oth ers. This happens more often when the student is frustrated or in a situation that cause over stimulation or confusion, (Autism Society of North Carolina, 2009). This can cause major disturbances in a classroom setting if the student shows violence toward the teacher or their other classmates. Even if he child is not aggressive toward others, there is the worry of them hurting themselves by biting, scratching, and in more severe cases head banging. Teachers can help to control these situations by modeling the appropriate behavior and helping the students with the right way to handle stress and positive reinforcers, (Turnbull and Wehmeyer, 2009). Student with autism that are entering the schools system have many needs and all of these factors should be taken into consideration for the optimal success of any child with a disability in a general curriculum classroom.One important need for a student is their physical space and how it is cohesive to their comfort ability. The environment where a child with autism learns is extremely important because students on the spectrum have a hard time regulating their focus and attention especially in complex classroom settings, (Volkmar and Weisner, 2009). The nature of the environment of a child’s classroom when faced with a disability can either help them progress or encumber their educational experience.It is important that the class be appealing for all of the students attending but equally as important that it not be distracting for a student with autism. Organization of the room is key in getting the child to engage with his or her peers and to do this in a manner that is comfortable to them. There should be a special place for the student to remove themselves if needed that has a serene and calming meaning it should be free from clutter and other things that could over stimulate. Obvious distractions such as computer screens should be kept out of eye sight so the focus can remain on the teacher.Predictability is also an important need to address with students with autism. A good way to address these needs is by having set routines where the student knows what to expect next. The teacher could use bells or timers to help the student know when to transition or to signal other daily reminders. Making transitions and moving from one exercise to another can be difficult and cause stress to the student which can be eased by incorporating simple techniques into the classroom which give the student a sense of security.Students with disabilities have a need for more one on one interaction in the classroom because they have hard time processing information as quickly as the other students. This need can be addressed by having a well trained para-professional that can help the student complete school work and other tasks assigned during the day. An aid can help the students to make the right decisions for positive behavior and can provide overall assistance in areas of need. Positive reinforcement is greatly needed on a daily basis and can be very encouraging to student with a disability.Focusing on the students strengths are a great way to motivate and help them excel in other areas. Collaborating with families is a good way to see what kind of methods work at home and then try to incorporate them into the classroom. Encouraging the student to participate in all of the activities along with the rest of their classmates will show that you believe in them and expect the best from them. A huge need for children with autism is help with social interaction. It is not that they do not want to make friend, it is that they do not possess the skills to know how.It is not an easy task to influence a child with autism’s social development. Social settings can cause distress so they need to be handled correctly and it helps to limit their social experiences to shorter time limits so that the experience does not become unpleasant, (Powers, 2000). When children have a good relation ship with their teacher they are shown to have better relationships with their peers, (Turnbull and Wehmeyer, 2009). Environmental stimuli have a large affect on the outcome that a student with autism has in the classroom.Teachers need to be aware of their responses to certain stimuli and learn what bothers the student and try to accommodate these needs whenever possible. Factors such as sound and lighting should be considered into the planning of the classroom and the configuration of the room. A need for extra time is a must for students with any type of disability. The teacher should always give the student extra time to complete assignments and class activities. The student may need extra time to process general information and request that you give them pertaining to instruction. Extra time will allow them to process the information more clearly.When children begin school especially primary grades after they have left preschool, they are faced with new challenges and expectatio ns based on increased â€Å"psychological and physical maturity†, (Volkmar and Wiesmer, 2009). Students are provoked to work more independently and there is much more self directed learning occurring in the classroom. It is possible and is happening more frequently now that students with ASD’S are functioning well in school with the help from all of the options available now. There are fully inclusive classes and programs that supply mainstream teaching along with special education services.When teachers make accommodations for students with autism it helps them to function on a more appropriate level. Students with autism can have a difficult time with various sounds and lights that they hear and see throughout the course of their school day. Ear plugs or noise cancelling headsets can be very beneficial in helping them eliminate some of these disturbing factors, (Stokes, 2011). When students leave the classroom to go to lunch or other activities they are introduced to sounds that they are not familiar with; these components will help in these situations.Another great tool and accommodation for students are visual or graphic schedules. These are good tools to let the students know what activity come when and in what sequential memory order they are to perform them in, (Powers, 2000). These schedules should be composed from left to right or top to bottom so they are not confusing to understand and have very clear graphics. Students with autism can become very involved in computers and it can give them a sense of calmness and really help to educate them on various subjects.Computers like visual charts give a clear and concise message for the activity being focused on. Computers can also be used as a reward and a bonus for good behavior. If the children are exposed to computers at home it gives them a sense of familiarity at school. Another way that educators can accommodate their students is by collaborating with the special education teacher on ti ps and strategies on the best methods to implement in the classroom and positive reinforcers that can help the teacher help the child to put forth their best effort.Special education teachers can also spend time with the paraprofessional or the aid to help them in specific instruction on how to help the students on individual learning skill sets. A crisis plan is a tool that all teachers who have students with disabilities in their classrooms need on file. These are put into place in case a child has an emotional outburst or some other type of emergency during the day that would call for immediate assistance, (Stokes, 2011). This plan should cover everything from sensory issues to obsessive compulsive factors and how to address them in the best possible way.This plan should be collaboration between the parents, administrative staff, the special education teacher, and the general classroom teacher. This plan could coincide with the IEP plan which addresses learning goals and outcomes . Both of these plans in conjunction with each other make a great tool for the teacher. Autism affects so many live today; almost everyone has contact with or knows someone affected with this disability. Education and early intervention is the key to giving students with this disability the best opportunity for success.Understanding all of the characteristics for this disability can greatly help the educator to understand and meet the needs of their students and achieve success. All students deserve the right to an education in the most least restrictive environment with the best services available. If educators use their resources and work in collaboration with the families and other support systems; their students will learn in a positive and stable environment.Reference Page Autism Society of North Carolina, (2011). Common Characteristics of Children with Autism Disorders. British Colombia Ministry of Education. Special Programs Branch, (2000). Teaching Students With Autism: A Re source Guide For Schools. Powers, M. D. (2000). Children With Autism, A Parents Guide. Second edition Stokes, S. , (2011). Interventions and Strategies for Success Turnbull, A. , Turnbull, R. and Wehmeyer, M. (2009). Exceptional Lives: Special Education in Todays Schools. Sixth Edition Volkmar, F. and Wiesnar, L. (2009). A Practical Giude to Autism: What Every Parent, Family member, and Teacher Needs to Know.