Data Catalog For Enterprise Geodatabase - 1008 Words

Summary: Spatial information is usable when it has metadata, as it is straightforward to follow and find datasets. GIS data catalog for Enterprise Geodatabase is a project which allows acquiring information regarding the availability of GIS datasets and related properties such as quality, description, the point of contact, extent, etc. The audience for the project are the internal customers looking for data. Managing spatial metadata records are critical for maintaining an organization s investment in spatial data. Since the year 2009, UServices support terabytes of data. However, the data does not consist of metadata. The data is occasionally inconsistent, foreign or obsolete. Data catalog will allow them as a department to achieve the following goals: †¢ Support a high quality of data †¢ Supports decision-making †¢ Provide consistent information to the customers. †¢ Provide an inventory of data assets †¢ Help figure and keep up the value of data †¢ Help decide the reliability and currency of data †¢ Document legal issue †¢ Help plan budget In my opinion, this research has contributed to the organization and personal development. This project is a package of individual growth in addition to organizational growth. Personal Experience: Metadata - a set of data, that describes and gives information regarding other data. In technical and undergrad degree program, the fundamental concept of metadata was introduced. Due to lack of practical

Genetically Modified Food Production Definition Essay

Genetically modified food production definition: According to the World Health Organization, Genetically modified organisms (GMOs) can be defined as organisms (i.e. plants, animals or microorganisms) in which the genetic material (DNA) has been altered in a way that does not occur naturally by mating and/or natural recombination. Genetically modified food definition: Genetically modified food is a source of great controversy, yet most of us are eating it every day. If you cook with canola oil, snack on biscuits and chocolates, drink soy milk or eat tofu, you re probably tucking into â€Å"Franken food†. Genetically modified food are imported from other country’s to Australia, for example imported soya, soya is a protein bean from an Asian plant its used as an replacement for animal protein in certain foods for example it’s in chocolate, potato chips, margarine, mayonnaise and all sorts of salad dressings. Imported corn can be found in foods like bread, your breakfast cereals, corn chips, gravy mixes, corn oil, corn flour and corn syrup. Imported sugar beet, sugar beet is a large beet with white roots that is grown as a source of sugar; this is used for all sugar produce. There are no currently no genetically modified fruit or vegetables in Australia. If you are planning to import and sell products you would have to go through a strict approval process. Genetic modification food works through gene technology; the two organisms are plants and animals. This involvesShow MoreRelatedWhat Is Gm Foods And The Process Of Producing Gm Food Essay987 Words   |  4 Pagespaper will explain the meaning GM foods and the process of producing GM foods. Furthermore, some of the GM foods available in the market today will be enumerated. A brief explanation of the genetic alteration made to the some of the GM foods mentioned in the paper will be enumerated. Since the genetic engineering of foods has always been a controversial topic in the society, this paper will address some the concerns the society has about the consumption of GM foods. Furthermore, a section will beRead MoreAdvancements In Biotechnology Essay1088 Words   |  5 Pagesreport discusses the merits and demerits of extensive applications of biotechnology, specially the impacts of genetically modified/engineered crops which brought up in market 1990s. According to Wikipedia, the definition and process of genetically modified crops is summarised as â€Å"Genetically modified (GM) foods are foods derived from genetically modified organisms. Genetically modified organisms have had specific changes introduced into their DNA by genetic engineering, using a process of eitherRead MoreGenetically Modified Food: Undertanding How Genes Affect an Organism632 Words   |  3 PagesDuring the last few decades, genetically modifying foods have increasingly advanced. 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There is a lot of controversy has occurred with the arrival of Genetically Modified Organisms (GMOs), especially the production, consumption, and sale. Many people are concerned, or not convinced, that the consumption of GMO foods by humans may or may not create health risks. Would you ever think of eating genetically modified food in your daily meal? If you re like most people, you ll be puzzled to know that most fast food places like McDonalds and BurgerRead MoreGenetically Modified Organisms ( Gmos )1291 Words   |  6 PagesGenetically Engineered Organisms Genetically Modified Organisms or (GMOs) have become a very large part of today’s economy and food distribution. Globalization 101 presents a good definition, â€Å"A GMO is an organism (either a virus, a bacterium, or a more complex life-form) whose genetic makeup has been altered by humans for a specific purpose. 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How Language Develops in Children Free Essays

For every parent, language development in their children is a fundamental aspect that must be given importance as many parents are concerned about the progress of their children when it comes to learning to speak and to understanding words and their meanings. The child’s communication skills are further developed through the interactions they have with other people. That’s why parents must continually provide the interaction needed so that their children’s progress is continuous and steady. We will write a custom essay sample on How Language Develops in Children or any similar topic only for you Order Now Language development is defined as the process in which young children understand and communicate language during early childhood. Rafanello says that it is acquired more quickly in the first five years of a baby’s life (1). The amazing thing is that even before the baby is born, he can differentiate native language and other languages. This is because when they are still inside the womb, they hear and respond to familiar voices, especially the mother’s. An infant’s brain goes through changes after birth. Trillions of pathways develop between brain cells, and these pathways will allow the baby to learn and think, and then talk, and whatever stimulation a baby has during the early years of his life will mold and strengthen these brain pathways. Caregivers of these babies, especially the parents, need not worry because there are so many opportunities for a child’s language skills to be further enhanced. Rafanello added that the experiences of an infant with language in interaction with parents and other people around him will impact his overall development (1). A baby communicates through facial expressions, coos, gestures and verbal cries. In the article â€Å"Language Development in Children,† it says that even before a child can speak, he can understand words. It also adds that the language spoken to a baby from birth will enable him to comprehend the words and later on speak them. Language development in babies starts through gestures and facial expressions. Through these, a baby can express his comfort or discomfort, unpleasantness and even satisfaction. There will be words that will have emotional significance on a baby, and these are usually the words that he will pay attention to. A study showed that as early as twenty-four weeks, an infant can differentiate between â€Å"bah† and â€Å"gah.† Another study showed that a month old infant can â€Å"associate sucking behavior to the sounds of â€Å"b† and â€Å"p.† Later on in his life, he will learn to â€Å"babble† and form his own language (â€Å"Language Development in Children†). It is of importance that parents talk to their children, as this stimulation with the language environment has value. It is said that a baby learns to connect words with his emotional experiences and this will provide him the motivation to talk, or to express his feelings through â€Å"babbling.† As the baby grows, he will attempt to create sounds in trying to communicate with the people around him. A study cited in the â€Å"Language Development in Children† showed that when a person pronounces words very clearly to an infant, it will help the infant to understand. This is a very important measure of a baby’s language development so that he can comprehend words and their meanings. A baby will also learn that his babbling will gain the attention of those who are around him. Listening is an important step before a child can learn. When a baby listens to a lot of things, he can develop and expand his vocabulary and improve his IQ. This is also the result of a study of the National Institute of Child Health and Human Development (NICHD). Aside from the larger vocabulary, a baby’s language skills are more complex when they are raised in high-quality child care environment (Rafanello 1). Moreover, â€Å"live† language can tremendously improve the language skills of child. To be able for children to comprehend language, they must hear it in association with what happens around them. Through this, language does not become merely noise. Another important thing for a parent to remember is talking directly to the baby even before he can talk back. This facilitates understanding of a word or words that are spoken many times. The best and natural way for a baby to learn the meanings of words is talk to him in relation to what is happening. Actions and descriptions of objects or thoughts will also help the baby to associate words with them. A study by the National Institute of Child Health and Human Development (NICHD) showed that a positive interaction is connected with language development. Furthermore, a child can learn better through language-based interactions with his parents or the people around him. At times, a baby repeats a word many times, such as â€Å"bah† in reference to the same object. When he grows, he learns to speak other sounds. For instance, a baby can make sounds when he is in his crib. When his mother approaches and talks to him, the baby’s sounds become frequent. This is a very significant step as it opens another opportunity for the speech development of a child. If a baby is stimulated, he will use his vocal cords many times. This also makes way for increased social stimulation from other people to him. The following presents the language development of children at certain ages. Even before birth, language development takes place, especially when a mother constantly talks to her unborn child. According to Alic, infants become familiar with the human voice. She adds that infants pay more attention to a human face, more importantly when it is talking. At infancy, babies either quiets down or smiles when they are spoken to. Turning towards familiar sounds and voices are also characteristic of infants. Moreover, they communicate through chuckling, gurgling, whimpering and cooing. They can also produce sounds such as â€Å"ohh† and â€Å"ah.† They also communicate and express their needs through crying. Between three and six months, an infant can show responses to changes in a tone of voice. He also learns how to vocalize his pleasure or displeasure. Moreover, he laughs, sighs, squeals, blows bubbles, babbles and sputters loudly to get the attention of people around him. He also learns t use gestures to communicate his desires. Additionally, he can cry differently if he is in pain or hungry. An infant this age can also shape his mouth to change sounds. His new collection of vocabulary includes sounds such as â€Å"b†, â€Å"m† and â€Å"p† (Alic). Six to twelve months of age marks the most critical period for receptive language development. Receptive language development is the infant’s ability to comprehend language. During this age, an infant responds to their names. He also learns how to listen keenly to speech and other sounds. He expresses his moods through body language and sound. He can also play with sounds. Aside from these, he can respond to friendly or angry tones and can repeat syllables. He also communicates through imitation of intonation or speech sounds. At this age, he uses his tongue to change sounds and babbles with as many as 12 sounds in a singsong pattern. He can also make long sounds (Alic). In his seventh month, an infant can vocalize syllables such as â€Å"Dada† or â€Å"Mama† (Child Development Institute). Rafanello added that at this stage, an infant’s babble has long and short group of sounds such as â€Å"tata upup bibibibi.† His vocabulary now includes one or two new words such as â€Å"bye-bye,† â€Å"dada,† â€Å"mama,†, â€Å"no,† or â€Å"uh-oh† (6). An infant between nine and 12 months can listen when he is spoken to. Moreover, he can give responses to simple requests. He also recognizes the names of his family members and even the names of common objects. He also understands the word â€Å"no.† He repeats sounds, exercises intonation, uses the words â€Å"dada† and â€Å"mama† for any person, connects voices and names with people, makes use of sounds other than crying for their needs or to get attention, shouts and screams, knows their own names, understands gestures babbles two to three syllable repeated sounds. By 12 and 18 months of age, a toddler can now use partial words, recognize names, laugh appropriately, use words that start with â€Å"b,† â€Å"c,† â€Å"d,† and â€Å"g,† make gestures and say â€Å"no,† understand and follow directions, and ask for help using sounds and gestures. He can also use complete words and understand certain words, such as â€Å"up,† â€Å"down† and â€Å"hot.† Moreover, a toddler this age learns to form sentences by putting two short words together. This age also marks the toddler’s understanding of words associated for everything; their language development is steady. Alic says that the majority of a toddler’s first words are universal. They consist of names of foods or family members. By the age of 18 to 24 months, a toddler has a collection of 20 to 50 intelligible words. He can now say more words each month and put two words together such as â€Å"more cookie† (Rafanello 6). His vocabulary also consists of nouns. He can follow simple commands and use two pronouns correctly. The pronouns I, me and you are commonly used. He also follows command such as â€Å"show me your eyes.† A two- to three-year old toddler is able to use short sentences to ask for things, and he has a word for almost everything. Those around him can understand his speech (Rafanello 6). His vocabulary now consists of 400 words, which include names. As early as this age, the toddler can repeat the stories, songs or rhymes he hears. He can also describe his experiences through three- to five-word sentences. By three to four years of age, a child can talk through sentences that have four or more words. If a child attends preschool, he can talk about the activities he does there. He can also converse with others and ask questions. At this age, he can use pronouns correctly. His collection of vocabulary is much bigger, usually consisting of 900 to 1,000 words (Alic). At this age, a parent is suggested to communicate with his child through self-talk, which is another way of enhancing language development. The parent can start by telling his child â€Å"I am picking up your toys.† When a child is aged four or five, his language skills further develops. According to Rafanello, a child this age exhibits ease in communicating with adults and children. However, he may have difficulty with certain sounds, such as j, l, ch, r, s, sh, th, v, z. He has the ability to speak with lots of details (6). He can now describe things and has a better grasp of number and time concepts. Moreover, he knows things about himself, such as his age. His understanding of number concept includes counting from one to ten. Language development can be further developed through continuous interaction with the people around the child. Language development can also be enriched when a child is exposed to an environment rich in language and language-based interaction. If a parent regularly reads and talks to his child, it can have an impact in the child’s ability to communicate with others. However, a parent must remember that the ability of children to learn is not the same for everyone. While one child may show quick progress, such as forming a sentence, another may have problems dealing with speech or language delay. There are times when a child exhibits mild or temporary delays. These delays can affect about six percent of children. There are factors which can affect the delays. A child may be experiencing genetic disorders, hearing impairment or development disorders. The good thing is if these disorders are detected earlier, they can be treated or prevented in their early stages. Although children show different rates when it comes to language development, it is best not to compare a child’s language development with another. Parents must make sure that the language development of their children is steady, and not just fast or slow. They must also provide an environment where their children have a room to learn things. Aside from this, parents must assist their children’s development in any way possible. Works cited Alic, Margaret. â€Å"Language Development.† 2007. About.com. 9 December 2007 . â€Å"Language Development in Children.† Child Development Institute. 9 December 2007 http://www.childdevelopmentinfo.com/development/language_development.shtml. Rafanello, Donna. â€Å"Facilitating Language Development.† Healthy Child Care America, Summer 2000: 1-6.       How to cite How Language Develops in Children, Essay examples

Business Strategies - Banyan Tree Hotels and Resorts-MyAssignmenthelp

Question: Discuss about theBusiness Strategies, Banyan Tree Hotels and Resorts. Answer: Business strategies involve decisions made to ensure that a business attains its objectives and goals (David, 2011, p. 6). They also enable a company to maintain a competitive niche in the market by ensuring they are in such a position to remain competitive in the market. In the international hospitality industry, the competition is steep and therefore, strategies employed have to ensure the business remains competitive. In this paper, we focus on strategies employed by the Banyan Tree and Angsana resorts and spa businesses. The Banyan Tree hotels and resorts started in 1992 with Ho Kwon Ping as CEO, Clair Chiang, the wife, as the senior vice president of the financing and merchandising arm and the brother Ho Kwon Cjan as the head architect. The company endeavored to free itself of cost competition previously define competition in the industry. They envisioned to provide a global brand that thrived on the corporate social responsibility (CSR) and uniqueness in the product as well as its delivery (Erdem and Tetick 2013 p. 87). The primary concern, however was the availability of infrastructure, labor as well as dilution of the brand as it spread globally. The Banyan Tree hotels and resorts brand endeavored to provide an exclusive experience that was unique. The integration of a relaxing, culturally rich and romantic feel to the setting offered was its signature in all its resorts and hotels. The feel was both in spa setting as well as the resorts and hotels which majored in a small number of rooms so as to ensure holistic experience by the client (Erdem and Tetick 2013 p. 87). The Angsana resort and spa, a sister to Banyan Tree, was founded in 2000 tapping at the younger generation market segment and competing in a more mainstream setting. To achieve the goal of making the Banyan Tree hotel and resort and Angsana spa and resort a global brand they came up with strategies in their business. These strategies include the CSR philosophy as well as investing in brand enhancement among others. The strategies have sooner become the signature in all the resorts hotels and spas as well as any other businesses under its management (David, 2011,). The strategies have seen the business set new standards in the hospitality business and attain success in its ventures. The strategies undertaken are in the operations hereafter discussed in detail. Ho Kwon Ping labored painstakingly to maintain the brands originality and uniqueness in the market. This efforts have seen the Banyan Tree and Angsana brand and uniqueness recognized globally for its services and experience. Marketing by mention in the various high-end publication and association with various globally recognized brands (Shashi and Luu , 2008). It has attracted international clientele base which led to spreading of the brand internationally. Programs to market the brand by giving incentives to qualifying customers to encouraging repeat patronage. Angsana, the sister brand, was created to access a segment of the market that mainly consisted of the younger generation. This diversification so as to tap more of the market allowed room for strengthening and growth of the two brands. The spa experience offered by Angsana is unique owing to the interior design and the ambiance (David, 2011,). The experiences were kept distinct with the Banyan Tree giving a more cultural and traditional fell. This distinction held the two brands from cannibalism and crossing. The scope of operation of the businesses was diversified to tap into the hospitality industry more holistically. They had the hotel and resort, spa management and ownership, design works, gallery among others. By engaging in the various avenues offered by the hospitality industry they extended the brand as some product like the museum shop artefacts won Pacific Asia Travel Gold award for Heritage. Apart from growth of the brand, this diversification increased the profits while still reaching more customers (Smith and Puckzo 2014). Consistency in all the businesses under Banyan Tree as well as Angsana as made the brand remain in a competitive niche. Coupling the eco-friendly qualities as well as the thematic design of the hotels and topped by the warm service, the experience was of a kind. The experience was typical of all the businesses worldwide which made it a trademark in its operations (Shashi and Luu , 2008). This consistency was spread to the businesses under the management of the Banyan Tree or Angsana. It ensured that the brand does not lose its edge. Design and construction works were in-house done for all the hotels or resorts. It ensured that the design is consistent as well as save on cost and time taken on the building projects. The designing done took into consideration the local regulations as well as environmental factors (Clarke and Wien 2007). The businesses that were managed and contracted the design work paid for the designing, as well as the construction works as whole, including pay for the workers. The consistency was thereby maintained in all the theme in all the businesses under or owned by the Banyan Tree. Environmental consideration in all the operations were made to ensure that all the factors in the businesses environments were factored. The corporate social responsibility philosophy was adopted in all the business dealings. CSR is a trend that considers the environment in which the business operates and its responsibility to it (Pazam, 2012). Banyan Tree incorporated this philosophy in its operations by employing energy saving methods in the designs of their building structures. Its also engaged in community empowering programs which also involved the guest in raising funds for a cause. In the modern times, the population that is dominating the tourism sector is made up of two major groups. These are Millennials and Asian travelers (Benckedroff, 2015, p. 1). Mainly the current trends are fueled by the needs of the Millennials which ranges from those born in the late millennia. This generations crowning characteristic is its dependence on technology. This follows that if the hospitality industry stakeholders can into tap into the needs and preferences of these two groups, will make the difference between their thriving or perish. To start off the basic factor that has the current generation of tourists in enthralled is technology. It is used for advertising and from it, most of the population is currently attaining its information (Benckedroff, 2015, p. 9). Thus if a hospitality service provider is to survive the time they have to have active information technology marketing strategies and websites. This is not only to market their brand globally but also to carry out operations online (Clarke, 2007, p. 119). Due to the ease of access to internet, the current generation finds it easy to make a booking and transact online and have as minimal delays in the front desk as possible. The current generation as none of the loyalty to a brand that was previously practiced by earlier generations (Lub et al., 2012, p. 556,563). However, the preference of uniqueness in experience might incite their loyalty. While touring the experience is not complete if nothing special is attained in it. Thus the current generation has a need for uniqueness in the hospitality scenes to make them feel special and thus capture their loyalty (Benckedroff, 2015, p. 11). Therefore if the experience in one setup does not differ from anothers the customer might go in search of another source of satisfaction for their need for diversity. Eco-efficiency in the current times is a major factor of consideration in operations not only in the hospitality industry but the whole global businesses. Thus the emergence of the ecotourism trend is the greatest challenge encountered is the disposal of waste and conservation of energy in the operation of the hotel or resort (Erdem et al, 2013, p.86). This is being overcome by designing eco-efficient settings and choosing the location of the resorts. Currently, most hotels and resorts globally can conserve on heat and water so that they work in an efficient setting and save on cost (Pizam, 2012,p. 211). Owing to the rampant ailment emerging and also the aging generation, the need for care centers is growing (Shashi p.196). They includes ready medical trainees, spa, acupuncture, massage parlors among others. Many hospitality businesses are opening up centers whose main focus is on health of the ailing and the aging. The clientele satisfied by minding their health, trust in the brand due to the care provided to them (Smith, 2014 p.110-115). This sows seeds of loyalty in the clients regarding the brands products. It also improves brand awareness in the hospitality industry as many relate the brand with caregiving. Coping with the modern times needs the stakeholders to realize the new trends set by the emerging generation and population that are touring. As we have seen with Banyan Tree and Angsana, to navigate competition landscape, new trends are followed while still creating new ones by predicting the possible developments. To keep ahead of competition, the strategies used in business should therefore not only be as per the current trends, but also make room for the future. List of References David R. F. ed 2011, Strategic management concepts and cases. 13th ed., Upper Saddle River, New Jersey, Pearson. Pazam, A. ed 2012, International Encyclopedia of Hospitality Management. 2nd ed. OxfordUK, Butterworth Heinemann Elseveir Lub X., Bijvank M. N., Bal M. P. ,Blomme R. , Schalk R., (2012),"Different or alike?: Exploring the psychological contract and commitment of different generations of hospitality workers", International Journal of Contemporary Hospitality Management, Vol. 24 Iss: 4 pp. (553 573) Smith M., Puckzo L, ed , 2014,Health, Tourism and Hospitality Spas wellness and medical travel 2nd ed London, Routledge Tylor and Francis Groupe. Benckedroff P., Moscardo G., Pendargast D. ed 2010, Tourism and Generation Y UK, MPG books Group. Erdem B., Tetick N., 2013 A new trend in the hotel industry: ecolodges, STUDIA UBB GEOGRAPHIA, LVIII, 1, (pp. 85-92) Romania, EBESCO Information Services. Shashi G., Luu B., ed, 2008, Emerging Trends in Global Health, Unites States of America, Global Health Review and GBI books. Clarke A., Wien C., 2007,International Hospitality Management Concepts and Cases,Oxford UK, Butterworth Heinemann Elseveir

A Personal Experience Defining Who I Am Essays

A Personal Experience Defining Who I Am Essays A Personal Experience Defining Who I Am Essay A Personal Experience Defining Who I Am Essay ?At an early age, I had the audacity to stand up to a bully, though this bully is generally, to many, a safety and guardian. Ever since I could remember my mother and biological father had violent fights that would be put on display to my older sister and I. The fights would induce blood and heavy bruising. My mother has only cried a few times in front of me, and at the age of six that was the first. It was a spring afternoon, just coming back home from my morning kindergarten. There I turned on Blue’s Clues and got a juice-box. Relaxing because it was quite throughout my house, my grandmother having worked her late night nursing job went to sleep in her room since I was able to handle myself. After a short little while, I was greeted by my biological father days after being fired from yet another job reeking of alcohol. He started rough housing with me and getting annoyed that I didn’t acknowledge his very existence. Then there was a knock on the door, and I went to answer since my biological father was too inebriated to function like a decent human being. To my sheer amazement, it was a fellow classmate from school, Dequan, who had to walk down a mile-long hill to reach my house. He asked if he could play, and to my enjoyment, I said sure and ran to get my shoes. As I turned to sprint, the protruding gut of my biological father blocked my path. He shouted in a slur, â€Å"We don’t play with your kind, n*****!† then followed by slamming the door on the little kid’s face. I crumbled to the ground as it wasn’t the first time he had damaged friendships of mine because it wasn’t to his standards. That was the last time he’d ever do that. I grabbed my shoes and hurled them at him, shouting out his name, â€Å"David! David! David!† This enraged him and he hurled a fist at my face. As I laid on the ground, he proceeded to tell me that I was a mistake. All I did was stand up and told him and at that moment he’ll regret ever sa

energy crisis essays

energy crisis essays Late in the autumn of 1973, energy (or the lack of it) grabbed headlines like never before. It was not until the war between the Arab countries and Israel that the United States noticed a sharp decrease in our oil supplies. This was due to the fact that we - the U.S. - were supplying aids and weapons to Israel. Arab, who produced the majority of the worlds oil, decided to punish us by cutting off our oil shipments. In November of the same year, President Nixon appeared on live television to inform the United States public about the crisis. He informed the people they were going to have the most crucial energy shortage since World War II. In order to conserve energy there were a few emergency polies being enforced. These new rules were said to help everyone get through the shortage, but they ended up having the opposite effect. A few of the policies included lowering highway speed limits to 55 miles per hour in hopes of saving gasoline. Also, factories worked shorter shifts and air travel time was cut by about 10 percent. During this time, children were effected a lot. Nixon ordered that clocks were not to be turned back an hour late as they usually were in October. Instead, the U.S. was to stay on summers daylight savings time in order to conserve energy. Therefore, kids had to go to school when it was still dark. Some children carried with them flashlights. Christmas was a very sad time in 1973. People were unable to use Christmas lights or any other electronic decorations in order to save energy. The President announced that because of the crisis, the lights of the national Christmas tree would not be turned on. Increase of prices made it hard for families to buy things and pay bills. Demand for oil created hardships for gas station owners as well. There were long lines of cars snaking for miles, and impatient drivers starting fights and sometimes shooting one another. ...

Definition Rough Draft & Final Draft Assignment Example | Topics and Well Written Essays - 250 words

Definition Rough Draft & Final Draft - Assignment Example ng, starting anywhere to writing, keeps moving, leaving blank spaces in case one gets short of ideas, giving it a breath and reviewing the draft (Frew, Robert and Nancy,pp.103-104). Brainstorming is the first step that each draft must pass, under this step, the writer put all the ideas into writing without evaluating or eliminating any idea. This allow the writer to have a general view of what is expected and then narrowing down the most appropriate and applicable idea. Writing a draft is the second stage where the writer does not put more emphasize on spelling, one just write down the idea to form a rough draft. Thirdly, the writer may start at anywhere while writing a rough draft. This means that one may start from the body and write an introduction and conclusion later. The writer should keep moving /writing to ensure that all ideas in the minds are put down into writing. In addition one has the freedom to leave blank space when writing a rough draft. After forming the rough draft the writer should give it time and come back later to make necessary amendments. This may allow the writer to make grammatical corrections. This may help the writer to come up with the final draft (Frew, Robert and Nancy,

Down Syndrome Research Paper Example | Topics and Well Written Essays - 2500 words

Down Syndrome - Research Paper Example In this assignment the particular emphasis would be on translocation as it occurs in Downs’ Syndrome. Downs’ Syndrome is also known as trisomy 21 in which the process of translocation occurs on the chromosome number 21. This essay would further revolve around Downs’ Syndrome putting forward each and every aspect that is important in understanding the syndrome. Translocation In order to understand the basics of Down syndrome one has to know enough about the structural abnormality of translocation. Translocation is a process in which the whole segment of a chromosome is exchanged by another chromosome. In other words a part of chromosome is exchanged with another part of another chromosome. There are two types of translocations known as reciprocal translocations and Robertosonian translocations. Reciprocal translocation takes place when segments are exchanged between nonhomologous pairs of chromosomes. Reciprocal translocation usually does not cause any disease or symptom but it may cause leukemia. However in some cases this type of translocation leads to abnormal fertilization and hence abnormal birth. Robertosonian translocations are the ones which are more lethal and occur between two acrocentric chromosomes. The acrocentric chromosomes break near the centromere or the middle part of the chromosome and then join together in such a way that the p arm of the chromosome is lost. This type of translocation occurs in many different types of syndromes and can cause a profound effect on the individual. Trisomy 21 or Down syndrome is a cause of Robertosonian translocation and has a profound effect on the individual (Sadler 2009; Ugazio et al 1990) Prevalence of Down syndrome Down syndrome has been seen as a major chromosomal disorder occurring in the United States. The incidence of Down syndrome found in the newborns of United States is 1 in 700. The problem is further aggravating as the genetic problem has yet not been provided with any cure. The problem of Down syndrome has increased over decades and this has been proved by a research carried out by the Centers for Disease Control and Prevention. Although women choose to end pregnancies with trisomy 21 it is still seen that the genetic problem is on the increase. It was also found that mothers with an age over 35 were more prone to the problem than the mothers who were below that age. Although the problem has been accounted to the maternal age it is still seen that the birth trends move women to give birth at an older age. The CDC reported an increase from 9 infants per 10,000 births to 11.8 in 10 diverse states of the United States of America. However on the other hand the prevalence of Down syndrome has remained steady in the United Kingdom. Prenatal diagnosis and other methods have also helped mothers to get over the problems that are associated with the syndrome. It was estimated that around 92 percent of the mothers choose abortion when they found that the embryo had trisomy 21 (James 2009). History of Down syndrome Although much has become known about Down syndrome in the recent centuries it is analyzed that the syndrome dates back to the 16th century. The condition could not be recognized in those times until finally in 1866 when Doctor John Langdon Down found about it. He analyzed that many of the children that he was treating shared certain characteristics. Before the syndrome was identified

Mexican Gulf Oil Spill Research Paper Example | Topics and Well Written Essays - 2000 words

Mexican Gulf Oil Spill - Research Paper Example The company’s reputation was also tarnished severely, as the oil spill was a public relations disaster. British Petroleum had to face criticism not only from environmental groups but also from the general populace. The case study of Gulf of Mexico oil spill will aid the understanding of the audience as to how the company dealt with the situation. The focus will be on the way company handled its communication in the media. Also, the role of culture and politics and its impact on the way the company dealt with the crisis will be discussed. The reaction of the public and how British Petroleum handled it will also be significant part of this case study. Gulf of Mexico Oil Spill The Gulf of Mexico oil spill started on 20th April 2010 with an explosion of the deep water horizon in which 11 men lost their lives and another 17 were left wounded (Welch & Joyner, 2010). The explosion resulted in the worst oil spill in the history of oil and gas industry, and millions of barrels of crude oil polluted the sea. The oil spill lasted for about 3 months, during which British Petroleum tried many attempts to block the oil well. Government agencies also took action, and the company was fined. The company also had to deal with many lawsuits from businesses and individuals. The underwater oil spills are difficult to stop, because the source of oil is underwater. This is why it took the company 3 months to stop the oil spill. The company tried very hard to stop the oil spill earlier but was not successful. British Petroleum also had to face severe criticism and public outrage when many of its attempts to stop the oil spills went unsuccessful. People couldn’t find answers as to how it is not possible for a company as big as British Petroleum to stop the oil spill. The underwater oil spill is also more damaging than other types of drilling disasters, because it is very difficult to clean the rivers and seas that are affected by the oil spill. British Petroleum had to ha ndle this situation, as it was no less than a public relations disaster. The company had to take tough decisions to protect its reputation, as it was getting a bashing from media, environmental groups, and public. The company first tried to dial down the situation and took a position that the oil spill is not as big as people think it is. The potential damage of the oil spill was dialed down by the company. The company also took steps to curb the damage from the oil spill. The policy of damage control was put in place as the company was trying to stop the oil spill. Initially, people believed the company’s stance that everything would work out. But when days went by and the oil spill didn’t stop, the media and the public started to panic. This is when the company publicly admitted that there was something seriously wrong and steps had to be taken. Initially, however, the policy of dialing down the issue was followed by the company. Given the size of the company, it was necessary for it to dial down the danger. Any bad news would result in lowering stock prices, which is not acceptable by the shareholders; therefore, the company initially tried to tell people that the problem was not bad enough and the company would soon solve it. From the standpoint of the company, it was a good step, as it stopped the share prices from falling immediately. But when the news broke out that the company is finding it difficult to fix the oil spill, company stocks decreased and, eventually,

Aspergers syndrome: definition, assessment, therapeutic intervention

Aspergers syndrome: definition, assessment, therapeutic intervention Introduction This essay focuses on Aspergers syndrome. This special educational need was chosen because I have a personal interest in this condition. The essay looks in detail at how Aspergers syndrome is defined and how Aspergers syndrome is assessed and diagnosed. The essay then moves on to discuss the various therapeutic interventions for Aspergers syndrome and what teaching approaches are appropriate for children presenting with this condition. The different theoretical perspectives from which Aspergers syndrome can be understood are then discussed, namely the medical model, the social model and Bronfenbrenners ecological model. What is Aspergers syndrome? According to Klin et al. (1995), Asergers syndrome is a severe developmental disorder characterized by major difficulties in social interaction and restricted and unusual patterns of interest and behaviour. There are many similarities with autism and there is still discussion as to whether Aspergers syndrome and autism are actually different conditions (Klin et al., 1995). As Klin et al. (1995) highlight, however, the APA made Aspergers syndrome officially a separate diagnosis following the results of a field trial, which revealed that Aspergers syndrome does have different diagnostic criteria to autism. Other definitions of Aspergers syndrome differ from these definitions, with the American Psychiatric Association, via their Diagnostic Statistical Manual of Mental Disorders IV, defining a diagnosis of Aspergers syndrome as, requiring four of five listed criteria be present, including at least two indicatros of a qualitative disability in social interaction (e.g., serious impairments in peer relationships, social reciprocity, nonverbal behaviours, empathy) and at least one in the category of restricted behaviours or rituals (e.g., rigid adherence to rules or routines, preoccupation with a narrow interest, parts or objects, repetitive motor movements) (Safran, 2002). Medicine.Net defines Aspergers syndrome as an autistic disorder most notable for the often great discrepancy between the intellectual and social abilities of those who have it (Medicine.Net, 2010). The Autism Society of America defines Aspergers syndrome as, à ¢Ã¢â€š ¬Ã‚ ¦high functioning autism with no speech delay (Aut ism Society of America, 2010). It is clear, therefore, that there are a variety of definitions of Aspergers syndrome, with this confusion arising as a result of the difficulty in diagnosing Aspergers syndrome, as will be discussed later in the essay. In terms of the clinical features of Aspergers syndrome, a paucity of empathy is usually noted, as is naÃÆ' ¯ve, inappropriate and one-sided social interactions with pedantic and monotonic speech (Klin et al., 1995). In addition, poor non-verbal communication and intense absorption in specific topics and clumsy and/or ill-coordinated movements all help to identify children with Aspergers syndrome (Klin et al., 1995). It is noted that the onset of the condition occurs later than the onset of autism with children living with Aspergers syndrome having a normal range of intelligence (Klin et al., 1995). The Diagnostic and Statistical Manual of the American Psychiatric Association (DSM-IV) provides the following, more detailed, diagnostic criteria, qualitative impairment in social interactionsà ¢Ã¢â€š ¬Ã‚ ¦(and)à ¢Ã¢â€š ¬Ã‚ ¦restricted repetitive and stereotyped patterns of behaviour, interests and activities manifested by either encompassing preoccupation, apparently inflexible adherence, stereotyped and repetitive mannerisms or persistent preoccupation with parts of objects with these guidelines recommending that Aspergers syndrome be diagnosed where all other conditions have been excluded (Klin et al., 1995). It is noted that children living with Aspergers syndrome have no delay in their acquisition or use of language and that the disturbances the syndrome cause can cause major clinical impairments, such as socially, occupationally or in other areas of functioning (Klin et al., 1995). Assessment of Aspergers syndrome Assessment of Aspergers syndrome, particularly in children, is difficult as there is a paucity of diagnostic instruments and no standardization amongst the diagnostic tools that do exist (Howlin, 2000a). The problems of differentiating Aspergers syndrome from autism, particularly in the ICD-10 and DSM-IV systems, is also a complicating factor in the assessment of Aspergers syndrome: as Howlin (2000a) argues, attempting to develop diagnostic tools in the absence of any clear definition of Aspergers syndrome is attempting to put the horse before the cart (Howlin, 2000a). As Klin et al. (1995) argue, the lack of awareness of professionals of the condition can also make diagnosis difficult, with a comprehensive assessment of children suspected of having Aspergers syndrome needing to include the patients medical history, a psychological assessment, communication and psychiatric assessments, parental conferences and further consultation, if necessary. The initial stage of any assessment is to take a careful medical history, including all information relating to the childs development, from pregnancy to the present; next, a psychological assessment would be undertaken which would aim at establishing the childs level of emotional functioning, their strengths and weaknesses and their preferred style of learning (Klin et al., 1995). Next, communication and psychiatric examinations would be taken, which would collect both quantitative and qualitative information about the childs willingness and ability to communicate and their psychiatric status. One complication with diagnosing Aspergers syndrome is that many of the clinical manifestations of this condition are similar to those manifested by autistic children (Bishop, 1989). As argued by Wing (1988), because the diagnosis of autism is so difficult, as autism appears to present as a continuum of symptoms, with no clear boundaries, this has further complicated the diagnosis of Aspergers syndrome. As Wing (1988) discusses, the only clear diagnostic tool for diagnosing some form of autistic disorder is the presence of social impairment; the degree of social impairment, coupled with other symptoms, can then lead to the diagnosis of other forms of developmental disorder, such as Aspergers syndrome or semantic-pragmatic disorder (Bishop, 1989). Placing children along the autistic continuum, with autism being divided along two main axes of interests and social relationships and meaningful verbal communication, can thus help to diagnose the three different conditions (Semantic-pragma tic disorder, Aspergers syndrome or autism), with children diagnosed with autism being classed as more abnormal along these axes and children diagnosed with Aspergers syndrome being classed as abnormal along the interests and social relationships axis and normal along the meaningful verbal communication axis (Bishop, 1989). Yet, this does not stop researchers attempting to produce an assessment tool for the clinical diagnosis of Aspergers syndrome. Scott et al. (2002), for example, report the development of the CAST (Childhood Asperger Syndrome Test), which they designed to be able to screen children for Aspergers syndrome. The test is suitable for 4-11 year old children and was tested on 37 children with typical development and similar numbers of children with suspected Aspergers syndrome, with the finding that the tool detected significant differences between the sample means of normal children and those children living with Aspergers syndrome (Scott et al., 2002). It was concluded, therefore, that the CAST is a useful tool for the clinical diagnosis of Aspergers syndrome or to identify those children at risk of Aspergers syndrome and related conditions. As has been argued, however, the validity of this test is questionable, given the lack of a clear definition for Aspergers syndrome. Therapeutic interventions As highlighted in Klin et al. (1995), the treatment of Aspergers syndrome is, essentially, to provide support to the child in the event of any distress. There have been suggestions that behavioural coaching and supportive psychotherapy, can have some degree of positive effect on children with this condition although this has yet to be tested rigorously (Klin et al., 1995). As Weiss (2005) argues, however, no therapeutic interventions have been shown to be completely successful in treating the negative manifestations of Aspergers syndrome. Jacobsen (2004), however, makes a case for the use of individual psychotherapy and case management for children with Aspergers syndrome, as the therapeutic relationship can become an important source of support and routine for these children. As the mind of an individual with Aspergers syndrome is different to the mind of someone who does not live with this condition, it is important to consider theories of mind in the evaluation of the therapeutic needs of children living with this condition. Various tests, such as false belief tests, for example, have suggested that children with autism have an impaired theory of mind, with Baron-Cohen (2001) relating how theory of mind refers to the ability to reflect on ones own and others minds with children living with conditions along the autism spectrum having difficulty in understanding other peoples minds. As Baron-Cohen (2001) argues, much of the basic research in this field, on functional brain neuroimaging, for example, may have clinical applications in the areas ofà ¢Ã¢â€š ¬Ã‚ ¦early intervention or early diagnosis. As Gevers et al. (2006) report, a social cognition programme based around this lack of a theory of mind had some success in dealing with children with pervasive development disorders including Aspergers syndrome, with this treatment intervention significantly raising consciousness of the feelings of others in those children who were assigned to this arm of the trial. This article gives hope to those parents of children with Aspergers syndrome, and to those adults living with Aspergers syndrome, that some therapeutic intervention may result from Baron-Cohens work and allow them to live a full life, free of the problems that Aspergers syndrome brings to them. Theoretical perspectives on Aspergers syndrome This section will discuss three main theoretical perspectives that are used/can be used to define Aspergers syndrome, namely the social model, the medical model and Bronfenbrenners ecological model. As Bricout et al. (2004) argues, children who live with disabilities, and also their families and social workers, face complex social and institutional environments in their quest for developmental, educational and daily living supports. Models of disabilities can provide conceptual frameworks with which to understand their disability and can inform the decision-making processes of parents and social workers (Bricout et al., 2004). The medical model, for example, focuses on individual deficits whereas the social model focuses on disabling social environments (Bricout et al., 2004). These models will all affect how the disabled child is understood and treated, as such models dictate how society views people with disabilities. The social model of disability, for example, views the disabled individual in terms of their differences, with disability meaning that the individual is restricted somehow with the term disability being a social construct that exists as a result of peoples reactions to the disabled and the shared meanings that surround this category of individuals within society (British Council of Disabled People, 1981). Society as a whole decides whether the impairments held by an individual leads them to be labeled disabled, with a label of disabled meaning certain discrimination via the imposition of barriers which will limit the abilities of these individuals to participate in society. For individuals with Aspergers syndrome, which challenges their ability to concentrate and to interact normally with other children, the social model of disability labels them as disabled in terms of their ability to be educated, meaning that they will usually be placed in a special educational needs situation. Th is is intended to ensure that their special needs can be catered for, yet placing children in special educational needs contexts can often doom children to a life of poor educational achievement, as it is known that disabled children placed in special educational needs contexts do less well academically than disabled children placed within the setting of a normal school (Reiser and Mason, 1990; Howlin, 2000b). Molloy and Vasil (2002) discuss whether Aspergers syndrome is a disorder or a neurological difference that has been socially constructed as a disorder, discussing how Aspergers syndrome is currently defined, in medical terms, as a developmental disorder. Yet, as Molloy and Vasil (2002) argue, the diagnostic criteria for Aspergers syndrome have been socially constructed, with Aspergers syndrome being readily accepted as a diagnosis for the problems that the children diagnosed with this condition face, as a way of being able to deal with these children under the umbrella of special educational needs. As such, it is educators, argue Molloy and Vasil (2002) that are mainly responsible for this social construction of Aspergers syndrome, with schools viewing this condition as a social disability and, this, being able to categorize the children with the condition and to give credence to their treatment of these children as needing to rehabilitated or normalized, something that is not, neces sarily, in the childs best interests. As such, Molloy and Vasil (2002) argue, a shift really needs to be made towards an examination of the social implications of a diagnosis of Aspergers syndrome. Viewing children under the medical model, which labels children living with Aspergers syndrome as deficient in something is also unhelpful, Molloy and Vasil (2002) argue, as the child comes to be viewed only with that label and therefore suffers a loss of individuality and consequent lowered expectations. The medical model of disability does not, like the social model, implicate society in the understanding of a persons disability, but rather views the disability as a function of the medical deficits that individual has, meaning that, under this viewpoint, the individual, and their deficit, is the problem, and not society. Under the medical model, society only comes to view individuals as disabled as a result of the impairment/deficit that they have, with individuals with Aspergers syndrome being viewed as unable to communicate emotionally and/or socially and, as a function of this, being labeled as disabled. As society, and policies aimed at mainstreaming disabled people and providing them the opportunity to enter normally into society, has moved more towards a social model of disability, the opportunity has arisen for children with Aspergers syndrome to be mainstreamed and dealt with, in mainstream schools, as children with special educational needs. As Howlin (2000b) argues, in con tra to Molloy and Vasil (2002), this is the correct approach for the more able children with Aspergers syndrome as high-functioning individuals with Aspergers syndrome can, if supported, achieve excellent outcomes in education and in their lives. Bronfenbrenners ecological model can also be used to understand Aspergers syndrome, as this model approaches child development from a joint sociological and development psychology perspective, with the thesis that individuals and their environments are mutually shaping, that is that they both have an effect on each other and, through this, change each other (Bronfenbrenner, 1979). As Bronfenbrenner (1979) states, child development takes place through processesà ¢Ã¢â€š ¬Ã‚ ¦ofà ¢Ã¢â€š ¬Ã‚ ¦the complex interaction between an active child and the persons, objects and symbol in its immediate environment, such that this model implies that a disability such as Aspergers syndrome is a result of a lack of environmental support, and that, as such, the negative manifestations of the disability can be smoothed by placing the child in a more appropriate environment. It is clear, then, that Aspergers sydrome can be understood, and represented, from a variety of theoretical perspectives, all of which affect the expectations placed on individuals living with Aspergers sydrome. As Howlin (2000b) argues, however, with the correct support, high-functioning individuals with Aspergers sydrome can go on to achieve great things in their lives. This finding by Howlin (2000b) ties in with the ecological model of Bronfenbrenner (1979), which suggests that the disabilities caused by living with Aspergers syndrome are superable, if only the child is placed in the correct environment. This point will be returned to in the discussion of teaching approaches. As Molloy and Vasil (2002) argue, defining Aspergers syndrome in terms of any one model is extremely problematic. It is clear that children living with Aspergers syndrome require more attention than normal children because they crave more attention and have difficulties respecting social norms, meaning that, in a school setting, their behaviour would be picked up upon and corrected, attracting more attention from teachers. Yet, whether this is a disability as understood by the medical model (i.e., an impairment or deficit) is a moot point, especially as children with Aspergers syndrome usually excel in other areas meaning that they do have the capacity to fit in to mainstream schooling and society, despite the fact, as Molloy and Vasil (2002) argue, labeling children as living with Aspergers syndrome automatically means that they will be labeled, also, as special needs children. As Molloy and Vasil (2002) argue, with adequate support, children living with Aspergers syndrome can excel in the areas that interest them and so, instead of these children being the failures for not fitting in to educational expectations, it is the education system that is failing these children. This becomes especially clear when it is recognized that some cases of Aspergers syndrome are only diagnosed when children enter the school system and are labeled problematic with referrals to psychologists then offering a diagnosis of Aspergers syndrome. As Molloy and Vail (2002) argue, the situational nature of disability is important in understanding the practical implications of a child living with symptoms that can be labeled as Aspergers syndrome. If, for example, a child living with Aspergers syndrome is obsessed with mechanics and finds a specialized tutor to teach them mechanic, this child would excel in this field, above and beyond any child in a mainstream school. There are, thus, arguments on both sides regarding how and where children with Aspergers syndrome should be educated. Children with Aspergers syndrome are individuals, with different individual needs and it is not helpful or ethical for these children to be grouped in to one terminology special educational needs as this does not provide enough individual support to these individuals in order to allow these individuals to excel (Howlin, 2000b). That these children have problems understanding, and mastering, social interactions should not, argue Molloy and Vasil ( 2002), be a reason for these children to be marginalized and for this marginalization to be justified on the grounds of either the medical or social models of disability. This is especially problematic given the fact that children living with Aspergers syndrome can have their social interactions facilitated by certain interventions. Teaching approaches There are, therefore, many practical implications for these differing theoretical perspectives on Aspergers sydrome, in terms of diagnosis, assessment and intervention. How and when children living with Aspergers syndrome are assessed to have this condition affects their education: as has been discussed, the situational nature of the diagnosis of Aspergers syndrome can affect, for example, how and where they are schooled. This, as shown by Howlin (2000b) can affect their life chances and outcomes, given that, in the right circumstances, with the right levels of support, individuals with Aspergers syndrome can achieve great things in their lives, often above and beyond normal individuals. The Who what how where when of diagnosis and schooling, beyond this diagnosis, thus has a major impact on the life chances, and outcomes, of children living with Aspergers syndrome. Each of these different theoretical perspectives provides different insights in to the most appropriate teaching approaches and teaching strategies for individuals with Aspergers syndrome. A whole range of options are available for education for children living with Aspergers syndrome, from whole class to differentiated teaching. A Safran (2002) argues, it is feasible that children living with Aspergers syndrome can be taught in mainstream schools, and indeed many are, as these children usually have an extremely high IQ, with this gift needing only to be directed, and chanelled, adequately whilst controlling for the other more negative aspects of the manifestations of their condition. Yet, under the different theoretical perspectives, different educational models would be recommended for children living with Aspergers syndrome. The medical model would, for example, seem to suggest that these children are somehow deficient, and would see their weaknesses and not their holistic perspec tive, failing to recognize their giftedness in other areas. The social model would, as has been seen, in the discussion of the work of Molloy and Vasil (2002), suggest that the diagnostic criteria for Aspergers syndrome have been socially constructed, with Aspergers syndrome being readily accepted as a diagnosis, as a way of being able to deal with these children under the umbrella of special educational needs. This, whilst not having the disadvantages that the perspective of the medical model presents, is itself problematic because, as has been seen, children living with Aspergers syndrome can often, aside from their behavioural problems, be extremely gifted academically. Gallagher and Gallagher (2002) argue that there is a case to be made that children living with Aspergers syndrome should be treated as gifted children, in terms of their education, given that many children living with Aspergers syndrome have extraordinary capacities in certain areas. As Bronfenbrenners (1979) ecological model suggests, if a child with Aspergers syndrome is placed in the right environment, they will flourish. It is clear, therefore, that this model differs in its applicability to, and approach towards, Aspergers syndrome, as something that can overcome, not as something that causes a permanent, insuperable, deficit in the child. As Jindal-Snape et al. (2005) argue, children with autistic spectrum conditions can be taught effectively, especially if Bronfenbrenners (1979) ecological model is implemented, with functional links being found between all parts of the childs ecosystem, i.e., the childs home environment, their school and the other agencies that help them deal with their condition. It has to be noted, however, that their inability to interact socially and their low tolerance for routine, however, makes it difficult, in practical terms, to see how children living with Aspergers syndrome could be educated alongside gifted children. Although, as Safran (2002) argues, if all school personnel are made aware of the childs condition and its manifestations, then it would be possible for certain children living with Aspergers syndrome to enter mainstream school with one-to-one help, from a classroom assistant, for example, who would be there to help them with their behavioural difficulties. Interventions as simple as arranging the seating in the classroom to ensure that the child with Aspergers syndrome is not sitting next to children who will aggravate them has been shown to be effective in managing the manifestations of the condition, allowing these children to be schooled in a mainstream setting (Safran, 2002). It is my personal opinion, from my personal perspective, that certain children living with Aspergers syndrome are well suited to a mainstream classroom setting, although this is said with caution, as these children can take a lot of the teachers time, if they are not assisted, leaving little time for the other members of the class. As to whether mainstreaming special educational needs children is fair to the mainstream children is the topic of a whole other essay, but it is my experience that, indeed, as Safran (2002), Howlin (2000b) and Gallagher and Gallagher (2002) argue, certain children with Aspergers syndrome are academically excellent and, as such, should be given a chance at achieving great outcomes in their lives. As Safran (2002) states, people with Aspergers syndrome are often creative, highly intelligent, mathematically or scientifically astuteà ¢Ã¢â€š ¬Ã‚ ¦(and)à ¢Ã¢â€š ¬Ã‚ ¦have the potential for momentous contributions to out society. As such, it should be the place of mainstream education to find a place for these children; indeed, as Safran (2002) reports, children with Aspergers syndrome can often see great improvements in their condition as a result of interacting with other children in mainstream school. This is certainly my experience, as I have had students with Aspergers syndrome in my classroom whose confidence has soared as a result of making friendships and being involved in events and activities that captured their interest. Many of their parents expressed their thanks that their children had been engaged in such a manner whilst at school. I have also known many parents of children with Aspergers syndrome who have not had such positive experiences of sending their children to mainstream and/or schools catering for children with special educational needs, and who decided not to send their children through the traditional school system and who decided to home school their children. There are many hundreds of cases like this in the UK, supported by the Asperger Home Education organization, and other local organizations, which act as a source of support for parents who are home-schooling children with Aspergers syndrome (Asperger Home Education, 2010). The vast majority of experiences of people I know who have home schooled their children with this condition have had hugely positive experiences, with their children growing up to lead full lives, most usually specializing in the area that captured their interest as a child. One friend, in particular, has gone on from being obsessed with LEGO as a small child to become a str uctural engineer, employed in one of the UKs largest construction companies, something that was made possible by the dedication of his mother who didnt give up on him, believed in him and gave him the tools and skills he needed to be able to make a success of his adult life. However a child with Aspergers syndrome is taught, it should be borne in mind, as recommended by The National Autistic Society (2010) that children with this condition are likely to have problems with group work, with a lack of comprehension, with a lack of empathy and with their motivation levels. It is also likely that, at some point, children living with this condition might suffer from distress as a result of a perceived lack of information. The good teacher should, thus, be aware that these problems may arise and should attempt to handle the classroom situation, and the student within that situation, so that the opportunities for these problems to arise are limited. If they arise, the teacher should also have strategies in place for dealing with the behavioural manifestations of these problems in the child. There are, therefore, various teaching approaches that can be adopted in order to minimize the distress caused to the child with Aspergers syndrome and minimize, as a result, the disruption to the classroom that is caused when a child with this condition becomes confused and distressed. The social model would suggest that if this condition is accommodated by an appropriate teaching approach, then the child should be able to be schooled normally, accommodating, as far as possible, their disability. Conclusion This essay has looked in detail at Aspergers syndrome, from its definition to its differences in comparison to autism. Several models have been discussed, with which to understand the disability caused by Aspergers syndrome, with these models being applied to teaching approaches and a discussion presented of possible teaching approaches for children living with Aspergers syndrome in light of these different models. My personal experiences of teaching and/or knowing some children with this condition were also related, showing, on the whole, that children with this condition are usually academically gifted and that the problems their disability presents can be overcome by, as Bronfenbrenners (1979) ecological model suggests, fitting the childs environment to their condition. Home schooling is an ideal way of ensuring this and giving the Aspergers child the best chance of making a success of their lives. It should be noted, however, that not all parents can afford, or have the ability t o, home school and, as such, other teaching approaches were discussed, including mainstreaming and institutes providing special needs education. In conclusion, Aspergers syndrome is a complex condition, dealt with in many ways, depending on the perspective from which the condition is viewed.

Artificial Intelligence Programming Assignment :: Essays Papers

Artificial Intelligence Programming Assignment Problem Statements Eight-Queens Puzzle Is it possible to place eight Queens on a chessboard, so that none of the Queens occupy the same row, column, or diagonal? Binary Search Depth-First & Breadth-First Search Newton’s Method Take a number whose square root is to be calculated, any positive number. Take a guess at the number’s square root. Calculate the square root by improving on the current guess as indicated: Next guess = (number/ current guess + current guess)/ 2 Repeat this process until the difference between the next guess and the current is within the accepted level of accuracy. The better your guess, the fewer the number of iterations needed to get the square root. A good first guess is typically half the number whose square root is to be calculated. The process is ten repeated until the desired accuracy is achieved. Newton-Raphson Method Determine a root of the equation f(x) = x^3-x^2-9x+9 = 0 using the Newton-Raphson method if the initial guess is x1 = 1.5. Gauss-Siedel Method Solve the following set of linear simultaneous equations using the Gauss-Seidel method: 10x1 + 2x2 + 3x3 = 11 X1 + 5x2 + 2x3 = 20 3x1 + 2x2 + 6x3 = -12 Theoretical Solutions Eight-Queens Puzzle 1. Pick a position for the Queen 2. If legal, go to next row. 3. If illegal, pick the next position. 4. If no legal position is found, back up to one row. If legal positions are found for all eight rows, the problem is solved. Binary Search †¢ Search the current node value to see if it equals the search value. †¢ If the search value is smaller than the current value, make the current node the left child node. †¢ Make the current node the right child node. Depth-First & Breadth-First Search Depth-First Search: †¢ Searches as far down the left side of the binary tree. †¢ When it encounters, NULL, the search switches to the bottom-most right child and resumes. Breadth-First Search: †¢ Remove a node from the queue. This becomes the current node. †¢ Place all child nodes of the current node onto the queue. Newton’s Method †¢ Get a positive number whose square root is to be calculated from the user. †¢ Get the desired precision. †¢ While more numbers remain, calculate firs guess, x0. †¢ Repeat Xn = 0.5 * (X (n-1) + Number/ X (n-1)) Until abs (Xn - X (n – 1)) *= Desired precision Get a positive number whose square root is to be calculated from the user. Get the desired precision. End while Newton-Raphson Method 1. Set number of iterations num_iter to zero.